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Italy from Re.ViCa

2009-09-21T17:34:59Z

Alessandro.Caforio: /* Web references: */

==Partners situated in Italy: ==
* [http://www.uninettunouniversity.net/ International Telematic University UNINETTUNO]

The International Telematic University UNINETTUNO - U.T.I.U., recognised with Ministerial Decree of the 15th April 2005, is the Italian partner of the Re.Vica Project and has its headquarters in Rome (Italy).
The U.T.I.U includes also Technological Poles, facilities at the students’ disposal located both in Italy and abroad, equipped with all the technologies needed to attend distance education courses, participate in training activities by videoconferencing and which represent a true meeting place to host face-to-face exams and meetings and seminars with professors and tutors as well. The Technological Poles put at the students’ disposal technologies, courses educational materials, free access to high-speed Internet; several Technological Poles, connected to each other by transmitting and receiving satellite dishes, are operational both in Italy and abroad
The International Technological Poles are:
* The Technological Pole at Helwan University campus (Cairo)
* The Technological Pole at the Secretariat of State for Vocational Training of Morocco
* The Technological Pole of “Don Bosco” Institute in Cairo
* The Technological Pole at Tunis Virtual University - UVT

The National Technological Poles are:
* The Technological Pole of Imola
* The Technological Pole of Palermo
* The Technological Pole of the University of “Roma Tre”
* The Technological Pole of Sorrento
* The Technological Pole of Naples
* The Technological Pole at the “Misericordia” of Viareggio
* The Technological Pole at the Politecnico di Torino

In these last months new Technological Poles are being implemented in order to widen and enhance U.T.I.U.’s network.

== Italy in a nutshell ==
'''Italy''' is a parliamentary republic. The State’s republican set-up was established by the referendum of the 2nd June 1946 by which the Italian people abolished monarchy in favour of Republic. The Constitution of the Republic is the fundamental and founding law of the Italian Republic. It was approved by the Constituent Assembly on the 22nd December 1947, promulgated by the Interim Head of State, Enrico De Nicola, on the 27th December 1947 and came into force on the 1st January 1948. It consists of the Republic’s fundamental principles, the rights and duties of the citizens and lays down the organisation of the Republic also as it regards the national education system.

The Italian population is 59.715.627 (source: ISTAT, 2007) and the per-capita GDP is about 27,000 euro per year. Italy extends from the southern side of the Alps’ arc and stretches out to the Mediterranean Sea; its territory includes also Sardinia and Sicily, two large islands, beside a range of smaller islands. The sea at the Eastern side of the peninsula is the Adriatic Sea, at Southeast there is the Ionian Sea; at the West, along the entire peninsula, there is the Tyrrhenian Sea, whereas in the Northwest of the peninsula there is the Ligurian Sea. From a geographical viewpoint Italy’s regions are divided into: northern regions (Valle d’Aosta, Piedmont, Liguria, Lombardy, Veneto, Trentino Alto-Adige, Friuli Venezia-Giulia, Emilia-Romagna); the central regions (Tuscany, Marche, Umbria, Latium, Abruzzo); the southern regions (Molise, Campania, Puglia, Basilicata, Calabria) and the islands (Sicily and Sardinia).

[[Image:Italy.geohive.gif|thumb|right|300px|Source: Original png on: http://upload.wikimedia.org/wikipedia/commons/6/6e/Italy.geohive.gif|Administrative division]]

The President of the Republic is the State highest charge and he represents national unity. He is appointed every seven years by the Parliament, convened in a joint sitting, integrated by the regional representatives. He does not have a policy-making role, nevertheless the Constitution entrusts him legislative, executive and judicial functions. In periods of political stability his role is actually limited to representative and monitoring functions. However, the powers conferred to him by the Constitution make the role of the President of the Republic get more importance in situations of political instability or of institutional drift of the State.

The State legislative power is entrusted to a bicameral Parliament composed of the Chamber of Deputies (630 Deputies) and of the Senate of the Republic (315 Senators elected, plus the life Senators). Both houses are elected by universal suffrage (at present, the electoral law provides for the allocation of the sieges among the candidates of different blocked competitive lists in proportion with the votes obtained, with a majority bonus assuring the governability to the most voted coalition lists). In Italy is in force a perfect bicameralism: the Houses have the same functions and the same powers. A law has to be approved, in its same text, by both Houses. In case of contrast between the Houses the law is not approved. As a consequence, the electoral laws of the two Houses are quite similar in order to avoid that differences in policy-making paralyse the Parliament. This system was conceived in order to have a higher balance of the decision-makers in approving the laws. The Houses hold office for 5 years, but the President of the Republic can dismiss them in before the term office.

The executive power is held by the Government, which, according to art. 92, paragraph 1 of the Constitution, comprises two distinct bodies: the President of the Council of Ministers, the Ministers and the Council of Ministers consisting in the union of the above-mentioned bodies. The Ministers are responsible on an individual basis of the acts of their offices and, on a collegial basis, of the acts of the Council of Ministers. The President of the Council directs the Government’s policy, but in the framework of the Council he is primus inter pares among his colleagues. However, if he resigns, the entire Government resigns The President of the Republic, further to consultations with the main political leaders, appoints the President of the Council and, upon proposal of this last one, the Ministers. After taking office, the Government shall present itself to the Parliament and obtain confidence vote by both Houses. Since the Ministers cannot be revoked, sometimes. in order to force them to resign, each Chamber votes for no confidence for an individual minister.

The Magistrates exercises the judiciary power (both the inquiring and the judging one and it is an autonomous and independent body from any other power. The ordinary Magistrates have the jurisdictional function (see jurisdiction entry), which they govern in the name of the people. The Consiglio Superiore della Magistratura (the Higher Council of the Magistrates), elected for one third of its members by the Parliament in joint sitting and for two thirds by all Magistrates is chaired by rights by the President of the Republic and has self-governing tasks of the Magistrates.

==Country education policy ==

The Italian State is the main provider of financial support for the school. In 2006 it invested a bit less than 47 billions euro, corresponding to 82.5% of the public expenditure for the education sector (Source: SISTAN - Sistema Statistico Nazionale - "LA SCUOLA IN CIFRE 2007” - Ministero della Pubblica Istruzione, 2008). Local Agencies follow with less than 8 billions (13,5%) and the Regions with approximately 2.2 billions euro (3,9%). In 2006 public intervention in favour of the school system was about more than 57 billions euro by an increase of 11% in real terms compared to 2005 (Tab. 1.1.1). The general incidence on GDP is about 3.8% compared to 3.5% of the previous year (+0.3% rate). The trend of the 1997-2006 decade shows an overall variation of a +0.2% rate of expenditure of the GDP, even if, within this period, some years were caracterised by considerable drops (1997, 1998, 2002, 2004). One has to remember that the increase had last year includes also the salary increase for the school personnel of the last economic two-year period 2004-2005 (Source: SISTAN - Sistema Statistico Nazionale - "LA SCUOLA IN CIFRE 2007” - Ministero della Pubblica Istruzione, 2008).

== Italy education system ==

The reform of the Italian school underway affects the entire Italian Educational and Training System. One of the most evident aspects of the reformed school system in compliance with the change specified in Chapter 5 of the Second Part of the Constitution, is the emphasis put on the autonomy of the individual school institutions and the introduction of the subsidiarity principle and decentralisation by the assigning to the Regions exclusive or competitive skills as it regards education and training.
Compulsory education (up to 18 year-old) can be completed according to educational and training (also integrated) pathways within the school system and the education and vocational training system.

The school education system is structured according to a cycle including:
* Non compulsory, three-year nursery school;
* Compulsory, five-year primary school;
* Compulsory, three-year first level secondary school.

This cycle ends with a final exam and once passed it is possible to enter the second cycle of the secondary school.

The second cycle of compulsory school is characterised by the right-duty to education and vocational training that lasts for at least 12 years or, anyway, up to the attainment of a qualification by the age of eighteen.
There are two kinds of educational offers: the system of the licei (secondary schools) and the system of vocational training and education. They are two profiles that contribute to a single final profile, but that differentiate to meet the needs and the kind of study the young woman/man wishes to devote her/himself.

The system of the licei envisaged by the act of reform of the education system is composed of liceo classico (high school specialising in humanities), liceo scientifico (high school specialising in sciences), liceo linguistico (high school specialising in languages) and liceo artistico (high school specialising in arts) – that is to say already known high schools – and in the new licei: the economics one, the musical one and dance (education to dance) one, the technological one and human sciences one.

The education and vocational training system falls under the authority of the Regions, even if the regulations required to establish the minimum educational standards and the spendability of the professional qualifications at national level and also for the shift from the training to the school paths, are established by the Government in agreement with State-Regions-Towns Unified Conference and of Local Autonomies. That is the reason why in Italy the vocational training paths are significantly diversified and mainly linked to the economic and peculiar characters of the territories (tourism, for instance).

In Italy, the diploma obtained at the end of the education and vocational training path, as well as the completion of the fourth year of the secondary school, entitles the student to access to high technical education and training courses which represent a specialised path which is parallel to the university one, aimed at preparing highly specialised and professional executives. The rules also envisage other modes to facilitate the shift from one system to the other by the acknowledgement of education and training credits.

=== Higher education ===

In Italy the higher education system can boast a pre-eminence of unparalleled intellectual and historic value thanks to the fact that in the city of Bologna was established the Alma Mater Studiorum, considered as the most ancient university of the western world. The date of its establishment is uncertain and during the Nineteenth Century 1088 has been agreed on by a Committee of historians, lead by Giosuè Carducci, an important Italian poet and writer, to celebrate its eight-hundredth anniversary.

A sure date is 1158, when King Frederick 1st Hohenstaufen (named as Barbarossa) promulgated the “Costitutio Habita”, further to which the University became a place where research work developed independently from any other power. The presence of many foreign students in Bologna led to the creation of associations, named as "universitates", that gathered the students with the aim to defend their rights.

Such origins assure to the Italian university system solid cultural foundations and an exceptional rooting to the territory. In the national social structure the need to have prestigious and qualified scientists is deeply felt. Even if choosing an academic career represents a very hard commitment, many are the young Italians who are keen to start a career as university researcher and as academician.

== Universities in Italy ==

In Italy there are state and non state (that is to say private ones) universities as well, legally recognised and authorised, by deliberation that are legally binding, to bear the title of university or university institution and to deliver academic titles linked to the university system, having the same legal value as those issued by the state universities.

In Italy there are 58 state universities:

# University of Bari
# University of Basilicata
# University of Bergamo
# Alma Mater Studiorum – University of Bologna
# University of Brescia
# University of Cagliari
# University of Calabria
# University of Camerino
# University of Cassino
# University of Catania
# University of Catanzaro "Magna Græcia"
# University of Chieti and Pescara
# University of Ferrara
# University of Firenze
# University of Foggia
# University of Genova
# University of Insubria - Varese
# University of L'Aquila
# Polytechnic University of Marche (ex University of Ancona)
# University of Macerata
# University of Messina
# University of Milano
# University of Milano - Bicocca
# University of Modena and Reggio Emilia
# University of Molise
# University of Naples "Federico II"
# University of Naples "L'Orientale" (former Istituto Universitario Orientale of Naples)
# University of Naples "Parthenope" (former Istituto universitario Navale)
# Second University of Naples
# University of Padua
# University of Palermo
# University of Parma
# University of Pavia
# University of Perugia
# University for Foreigners of Perugia
# University of Piemonte Orientale Amedeo Avogadro
# University of Pisa (ex University of Pisa)
# University of Reggio Calabria "Mediterranea"
# University for Foreigners of Reggio Calabria "Dante Alighieri"
# University of Rome "La Sapienza"
# University of Rome Tor Vergata
# University of Rome Tre
# University of Salento (ex University of Lecce)
# University of Salerno
# University of Sannio - Benevento
# University of Sassari
# University of Siena
# University of Foreigners of Siena
# University of Teramo - Avezzano
# University of Torino
# University of Trento - Rovereto
# University of Trieste
# University of Tuscia - Viterbo
# University of Udine
# [[University of Urbino "Carlo Bo"]]
# University Ca' Foscari of Venice
# University Iuav of Venice (ex Iuav University, ex IUAV - Istituto universitario di architettura of Venice)
# University of Verona

In Italy there are many non state universities and can by divided into private universities and blended universities, that is to say non-state, but having a public character, since they were promoted by territorial boards (regions, provinces, municipalities) or by foundations, consortia or agencies directly depending on them.

Non-state universities promoted by public bodies:
# Libera università degli studi non statale legalmente riconosciuta della Sicilia centrale Kore
# Libera università di Bolzano
# Università della Valle d'Aosta

Non-state universities promoted by private bodies:

# Libera università degli studi San Pio V - Rome
# Libera università di lingue & comunicazione Iulm (former IULM - Istituto universitario di lingue moderne) - Milan, Feltre
# LUISS - Libera università internazionale degli studi sociali "Guido Carli" - Rome
# LUM - Libera università mediterranea "Jean Monnet" - Casamassima
# LUMSA - Libera università Maria SS. Assunta (former Istituto universitario Maria Ss. Assunta) - Rome, Gubbio, Mussomeli, Palermo, Taranto
# University Carlo Cattaneo LIUC (ex Libero istituto universitario "Carlo Cattaneo" - LIUC) - Castellanza
# Università Cattolica del Sacro Cuore - Milan, Rome, Brescia, Campobasso, Piacenza, Cremona
# Università Campus bio-medico of Rome - Rome
# Università Commerciale Luigi Bocconi - Milan
# Università degli studi Suor Orsola Benincasa (ex Istituto universitario Suor Orsola Benincasa of Naples, former Istituto universitario di magistero pareggiato femminile "Suor Orsola Benincasa") - Naples, Pomigliano d'Arco, Salerno
# Università di Scienze Gastronomiche Bra, Colorno
# Università Vita-Salute San Raffaele - Milan, Cesano Maderno
# Università Europea of Rome

=== Higher education reform ===

In Italy’s recent history the university system has been affected by significant reforms started already with the appearance of the Republic during the first after-war period, when the rigid system imposed by Fascism was reformed and was sanctioned the right to university autonomy granted by art. 33 of the Constitution (published on the 27th December 1947) recognising to higher cultural institutions, universities and academic the right to give themselves autonomous rules.

A second important phase of reforms of the organisation of the Italian universities took place at the beginning of the Sixties with Maranini-Miglio project of reform, implemented in 1969 and whose organisational format was left mostly unchanged up to the new cycle of reforms starting at the beginning of the Nineties and going on between the two millennia.

The phase of renewal of beginning Nineties represent a veritable divide among the university system know up to that time and the developments produced with the opening to the new multimedia systems for higher education. By the '''Law n° 341 of the 19th November 1990''', was realised the “Reform of the University Educational Rules”, by means of which were launched significant innovations as it regarded the universities educational autonomies, the teaching and research personnel, tutoring and scientific-disciplinary sectors. More specifically, it was art. 11, paragraph 3 of the Law n° 341 that had a deep impact on the university system and that states:

<<''In the framework of the university development plan and taking into account the universities’ proposals deliberated by the concerned bodies, it can be envisaged a financial support to initiatives of distance university education implemented by the universities also in the form of consortia and with the cooperation of other public and private agencies, and also to national research programmes and structures linked to the same sector. These structures can be established by decree of the Minister of the University and Scientific and Technological Research in agreement with the Treasury Minister'' >>.

Consortia between traditional universities and companies enable the creation of distance teaching system based on the didactic modes of traditional universities allowing to:

* make the places where knowledge is created through research work coincide with those where it transferred through teaching, that is to say University successfully meeting the education qualitative needs;
* improve educational offers;
* enhance educational productivity;
* give a consistent support to graduate and undergraduate courses having high-rates of students and to the newly established ones;
* bring nearer the world of education to the production one, starting up cooperation relationships during their designing phase and during the course delivery as well matching theory to practice. In other words, it is possible to directly connect trainers to users to better meet the strategically important need for continuous vocational training for human resources.

The Consortium structure, supplying experience from several universities located in the national territory allows for selecting high-level quality teaching staff and educational subjects and contents as well, since it can make its choices among a higher and more diversified range than a single university or local or regional consortia can do. In addition, Consortia can be developed also at European and international level and thanks to the enlargement of computer-based networks and to the new technologies the best universities can offer to everybody, in an open and democratic way, the teachings of the best scientists, intellectuals and masters of the world. We shall be able to build in a virtual way the model of university that gave birth to the European culture: the medieval university. In the medieval universities, curricula were common; students did not belong to a single university, but they could attend courses in all existing universities; in order to follow the lessons of the best professors, the moved from one site to another facing wearying travels on foot or riding a horse to attend a course on law at the University of Bologna or a course on theology at the University of Paris, where one of the most loved masters of the times delivered his courses, Saint Thomas. Masters too travelled from one site to another; actually they were called “wandering scholars”; the universities contended for the best ones since their presence gave prestige and power, but above all because they attracted masses of students and youths.

Today the physical displacement of professors and students can be virtually replaced by the new technologies that allow for the mobility of ideas. Therefore, the student can listen to the lessons of the most renowned masters of the world while they sit on their sofa at home. Virtual university can allow professors and student of several universities of the world interact, it can globalise culture and knowledge and can actually rapidly meet the real needs for internationalising university educational systems to prepare for the professional skills required by the new production systems, that are also characterised by trends toward the internationalisation and integration of the markets.
By the end of the Nineties, a strong drive for transforming university toward a “European model” was given by the reform introducing the Universities’ autonomy. It is the Law nr. 127 of the 15th May 1997, enforced by the Decree of the Minister of the University and Scientific and Technological Research n° 509 of the 3rd November 1999, by which the study courses were redesigned introducing the so-called “3+2” structure, based on the Anglo-American model. The aim was that of harmonising all the European educational systems by inter-governmental treaties concerning the homogenisation of university cycles according the “3+2” structure, an aim established by the Sorbonne agreement undersigned in 1998 among Italy, France, Germany and United Kingdom and with the Bologna agreement of 1999 with the other countries members and satellite countries.

In Italy, this important reform was implemented during the 2000/2001 academic year. It envisages a structuring of the university courses into three cycles:

====I. First cycle====
It includes university Degree Courses (DCs) and first-level Master’s Courses (1UMCs). The university degree courses aim at granting the students an adequate mastery of general scientific contents and methods and the acquisition of specific vocational knowledge.
The access minimal requirement is a secondary school diploma or equivalent foreign title; admission can be subject to the check of further requirements. The DCs last three years. In order to get a degree the student shall acquire 180 ECTS credits.

The 1UMCs are scientific specialisation or life-long and continuous high level training to which one can access if he has a University Degree or an equivalent foreign title; admission can by subject to the check of further requirements. Duration is one year, minimum; to get a first-level university master’s course one has to have acquired 60 credits at least.

====II. Second cycle====

The second-cycle studies include: 1) Magisterial Degree Courses (MDCs); 2) First-level Specialisation Courses (1SCs); 3) Second-level University Master’s Courses (2UMCs).
The aim of the MDCs consists in supplying the student an advanced-level training to carry on highly qualified activities in specific sectors.

Access to MDCs is subject to the possession of a university degree course or an equivalent foreign titles; the studies lasts two years; the Specialisation Degree is delivered to the students who acquired 300 ECTS credits in total, including those obtained with the Degree and recognised as valid for the Specialisation Degree (max. 180). In order to get a Specialisation Degree it is required to prepare an original final dissertation.

A few SCs, regulated by EU directives (SCs in Medicine and Surgery, Veterinary Medicine, Dentistry and Dental Prosthesis, Pharmacy, Architecture) have as access requirement the secondary school diploma and a admission test; these study courses last 5 years (6 for Medicine and Surgery).

The SC1s aim at supplying the knowledge and skills for exercising highly qualified professional activities; they can be established only in application of specific Italian laws or EU directives. It is possible to access to them with a university degree or equivalent foreign title; admission is subject to passing a competition; in order to get a 1SC one has to have acquired between 300 and 360 credits, including those obtained with University Degree and considered valid for the 1SC. Therefore, the duration of 1SC is comprised between 2 and 3 years.

The 2UMCs are scientific specialisation courses or continuous and life-long higher education courses to which it is possible to access if one has a Specialisation University Degree or an equivalent foreign title; admission can be subject on the possession of further requirements. The minimal duration is one year; in order to get a 2nd Level University Master’ Course title it is necessary to have acquired 60 ECTS credits at least.

====III. Third cycle====

The third study cycle include: 1) Research Doctorate Courses (PhDCs); 2) Second-Level Specialisation Courses (2SCs); 3) Second-Level University Master’s Courses (2UMCs).

The PhDCs’ aim is to that of acquiring a correct methodology for scientific research or very high-level professional skills; they can envisage specific didactic methodologies, such as the use of new technologies, study periods abroad, internships in research laboratories. It is possible to access them with a Specialisation University Degree or an equivalent foreign title; admission is subject to passing a competition, the minimum duration is 3 years at least; at the end one gets a PhD.

The 2SCs aim at supplying knowledge and skills to perform highly qualified professional activities; they can be implemented only in application of specific Italian laws or EU directives. In order to access them it is required a Specialisation Degree or an equivalent foreign title; admission is subject to passing a competition; duration is generally one year, excepting the 2SCs in Medicine, whose duration can be up to five years maximum.

== The Bologna Process ==

1999 Bologna Process represents an important phase of the harmonisation path of the higher education systems at European level. In short, the objectives of the Bologna Declaration are:
* Creation of a European Higher Education Area
* Worldwide promotion of the European Education System
* Harmonisation of the European University Systems

The Bologna Process is a European-level reform process aiming at realising a European Area for Higher Education by 2010. At present there are 45 countries involved with the support of a few international organisations. It’s a big effort towards the convergence of the university systems of the participating countries that is directly involving the European institutions and their components. The aim is that by 2010 the higher education systems of the European countries and the single institutions be organised in such a way as to grant:
* transparency and readability of the educational paths and or the study titles
* concrete possibility for the students and graduates to easily continue their studies or find a job in another European country
* a higher attractiveness level for European higher education for non-European countries’ citizens
* supply of wider range of knowledge to assure Europe’s economic and social development

This Process is not based on an international treaty that has a binding character for the governments of different countries. Even if the concerned ministers have undersigned many documents of different kind, each country – and the relative academic community – freely and voluntarily joins the agreed on principles, urged only by the wish to attain a shared objective.
In addition, the process does not aim at homogenising the European education systems, but it pursues the preservation of their diversities, even if in a common framework; it engages to create bridges among countries and different education systems, preserving at the same their specificities.

At national level the Process sees the involvement of the Government, of the Conference of the Rectors and of the Students’ organisations. Main adjustment modes were adopted such as: the study credit systems – on the ECTS model, the two-cycle system and the quality assurance system.

== Quality assurance ==

In Italy it is envisaged that in each University an Internal Evaluation System dealing with the administrative management system, with educational and research activities, measures aimed at promoting the right to study, is established. The University Evaluation Committee that is granted a certain level of operational autonomy and the right to access to all the necessary information carries out the Universities evaluation activities.

In order to evaluate and assure the high quality standards to the Italian university system, in compliance with the Law n° 370/1999 it was established a National Committee for the Evaluation of the University System. This Committee is an institutional body of the [[MIUR| Ministry of the University and Scientific and Technological Research]] (MIUR) having the tasks of: establish the general criteria to evaluate university activities; prepare an annual report on the evaluation of the university system; promote experimentation, the application and spreading of evaluation methodologies and practices; identify the nature of the information and data that the boards of evaluation of the universities are required to transmit; implement an annual plan of external evaluations of the universities’ or of the individual training structures; carry on technical evaluations based on the proposals of new state and non state university institutions in view of the authorisation to issuing titles having legal value; prepare reports on the implementation status and on the planning results; prepare studies and documents on the situation of higher education, on the implementation of the right to study and on access to university study courses; prepare studies and documentations for establishing the criteria of allocation of the share of readjustment of the fund for university ordinary funding; carry on consulting, preliminary, evaluation activities; identify standards, parameters and technical rules, also as it regards the universities’ specific activities and projects and proposal presented by these ones to be transmitted to the Minister.

The Committee is an independent body that interacts autonomously with the Universities and with the Ministry. Therefore, it has a technical-administrative secretariat, a specific item of expenses in the Ministry budget and can entrust to groups of experts, bodies or specialised companies the carrying out of research work and studies.

= Country's HEIs in the information society =
''(From the article “The University for the New Market of Knowledge”, by Maria Amata Garito, ITU TELECOM AMERICA 2000, Rio de Janeiro, 2000)''

New communication technologies greatly increase access to knowledge. Telecommunication networks, satellite television, Internet and virtual reality modify processes of communicating knowledge as well as their acquisition. Widespread channels have been created which offer new possibilities for a fully democratic access to training and education. This new potential marks the passage from an information society to a cognitive society. We are going through a social and cultural revolution which challenges traditional, institutional models of schools and universities. Training courses now available due to new technologies allow for the acquisition of knowledge and skills outside traditional educational facilities. Anyone can learn through telecommunication networks. Faced with these processes for change which increasingly characterize this phase of transformation, educational institutions must constantly innovate subject content, reorganize curricula, decide on new development policies tied to the requirements of a flexible, international job market. At the university level, it is clear that there is a need for university education to carry out a new function, that of continuing education and of developing the instruments and mechanisms necessary to do this.

What attracts individuals today to higher level continuing education courses is not the same as in the period after World War II, when further training allowed one to be promoted to a higher level of the production chain. Nowadays the aim is to rapidly gain specialized skills which will allow one to find a new type of job in a changing system. This requires universities to be able to impart knowledge "just in-time", in constant flux, which they were not set up to do. Apart from changes in contents, it is necessary to rethink teaching and learning models and methods due to the profound modification which new technologies have brought to the new ways of transmitting knowledge. The university, an institution which for years has satisfied the need for higher education, must therefore find new strategies which allow it to respond to new situations and reach new users if it wants to maintain a role fitting to its tradition and potential in cultural and social development.

If universities do not face this challenge, they risk following the same path they did concerning research. In the post-war period, most European universities lost their role as principal producers of knowledge. Applied research was developed mainly in public research institutes and in large industrial plants provided with prestigious laboratories which were often financed by national governments. Research was oriented to the development of products responding to market demands. The sometimes negative consequences of this process are evident.

Going back to education, it is necessary to note that today there are many agencies outside the university which have set up advanced training facilities and organized their own distance teaching systems based on the utilization of new teaching technologies. An analysis of contents and psychopedagogical models of these training courses make it clear, however, that in many cases training endeavors are not oriented towards developing knowledge and skills in a critical and problematic way.
Thus we have within the information society the development of an extended and open educational and training system with considerable potential but containing high risks as well.

As far as traditional educational facilities are concerned, there is the risk of progressive decay if no profound changes take place. If universities want to maintain a key role in transmitting knowledge they must:
* pinpoint new policies of intervention to respond adequately to training needs through an increase in flexibility;
* redefine their functions to compete in a new context and in the new environment of the information society;
* modify the professional role of teachers;
* compare the parallel and separate programs they have been developing.

In other words, in universities there should be a mechanism for transferring innovation which is comparable in commitment and breadth to what takes place when new technologies are introduced into an enterprise, changing the facilities, production processes and professional skills. Industrial production models have all evolved into new flexible models as a consequence of the use of new technologies. The same evolution should take place in the training system; the rigid division of training paths should be abandoned for a more open and flexible system.

This is the challenge which all educational institutions must face. Universities can successfully respond to this challenge thanks to some of their distinct features: the fact that they are both research and teaching centers can play a key role in order to define new means and ways of communicating knowledge using new information and telecommunication technologies to activate new, flexible, diversified teaching and learning processes. And they can carry this out guaranteeing both quality and freedom in the training process, thanks to the strength of their traditions and independence.

The framework outlined above includes the transformations being brought about and the experience being developed in the construction of new models. It is happening within single universities and between different universities through cooperation programs. In the latter case there is greater potential for planning and creating innovations, starting from the process of involving more than one campus in a common project.

== Information society strategy ==

In Italy, as anticipated in the previous paragraphs, further to the approval of the law n° 341/1990 on the restructuring of the university didactic rule (university autonomy), public-private consortia were established for distance teaching universities. Further to this law, in April 2005 the “Moratti-Stanca” Decree about “the criteria and procedures for accrediting distance education courses of the state and non state universities and of higher education institutions enables to issue academic titles, was enacted”.

This act, commonly called the “Moratti-Stanca” Decree, since it was enacted by the then Minister of Education, University and Research, Ms Letizia Moratti, with the then Minister for Innovation and Technologies, Mr. Lucio Stanca, concretely implements the institution of the telematic universities, authorised to issue academic titles.

In Italy distance education courses are established and implemented by state and non state universities and make use of computer-based and telematic technologies in accordance with the technical requirements indicated by the “Moratti-Stanca” Decree. These universities have to be organised “according to the most advanced computer-based and telematic technologies and are aimed at issuing academic titles envisage by laws currently in force”. The academic titles “can be issued by university institutions promoted by public and private bodies and acknowledge according to the criteria and procedures envisaged by the Decree”. There are specific rules as it regards the acknowledgement of study courses. More specifically, it is envisaged a Charter of Services that envisages a didactic methodology and the conclusion of a specific contract with the student. The distance education courses are characterised, as stated in the Decree: “by the use of web-based connections for the use of training materials and the development of educational activiteis based on the interactivity with teachers-tutors and with the other students, by the use of PC , by the continuous monitoring of the learning progress according to the selective and rigourous criteria envisaged to assure the quality of the courses and the reliability of the educational offer'' […] "The didactic organisation of the distance education courses valorises potentials of the Information and Communication Technology (ICT) at the highest degree and more specifically as it regards multimediality and interactivity in order to favour customised study paths and to optimise learning”.

Starting from the 16th April 2003 in Italy too it is possible to get a distance university degree through the use of the most advanced multimedia computer-based technologies applied to e-Learning. There are many motivations indicated by Ministers Morattia and Stanca to support this Decree:
# Distance University allows to extend university training to the whole span of life (lifelong learning) reaching segments of the population who, for many reasons, are unable to access to higher education, such as students-workers, elderly people, the sick and the weak and disadvantaged individuals.
# This provisions allows realising an Italian university that is able to valorise Italian cultural and national specificities worldwide.
# 'e-learning is a useful tool to enhance the links between university and the world of labour since it promotes the participation of private bodies that benefit form the experience made by business management, retraining employees by using then education tools.
# Thanks to technological innovation it is possible to dramatically decrease the costs needed to get a degree make university actually accessible to many people.

== Virtual initiatives in HE ==

The situation we had in Italy can be better understood if one takes into due account the recent history of distance higher education initiatives and the experience of renewal we had beginning Nineties with the Law n° 341/1990. The “Reform of the University Didactic Rules” that was started up caused the appearance of new higher education multimedia systems whose achievements only Consorzio NETTUNO, in which 12,000 students were enrolled, seemed to be able to build on.
With the “Moratti-Stanca” Decree of April 2003, which we referred to in the previous paragraph, it was established that the Minister of the University could acknowledge the establishment of new telematic universities by decree. Starting from 2004 it acknowledged 11 universities as a whole. The path undertaken by the Italian legislator was full of initiatives, even if not all of them were up to the undertaking. Actually, not all the telematic universities acknowledged by ministerial decree were able of carrying on proposals for distance education complying with the standards set a national level.

Therefore, one has to point out that, among the officially acknowledged telematic universities, only a few are able of being fully and satisfactorily operational. In addition, the final implementation path of all acknowledged telematic universities has not been completed. In fact, the law provides for that all telematic universities undergo an extraordinary evaluation procedure by the National Committee for the Evaluation of the University System. At the end of the third academic year of activities and after the fifth year, the Committee should evaluate the results obtained by the telematic university also on the basis of the annual reports submitted by the University Board of Evaluation. The check involves also the appropriateness requirements of the computer and telematic infrastructures of the telematic universities (actual requirements of the computer-based e-Learning platform and its capacity to actually deliver what is provided for by the Charter of Services; availability of appropriate resources for the maintenance and update of the system during time; consistency between the scaling of the compute resources and the existing users; etc.)
The checks made by the National Committee are a crucial moment that could even imply the revocation of the acknowledgement with consequent closing down of the telematic university. For this reason too, it is impossible to surely establish which telematic universities will last in Italian scene in the next few years.

Currently, the telematic universities recognised by Ministerial Decree are:
# [[Università telematica internazionale UNINETTUNO| International Telematic University UNINETTUNO]] - established with Ministerial Decree of 15 April 2005;
# [[Università telematica management audiovisivo TEL.M.A.| Università Telematica TEL.M.A.]] - established with Ministerial Decree of 7 May 2004;
# [[Università telematica e-Campus| Università Telematica e-Campus]] - established with Ministerial Decree of 30 January 2006;
# [[Università telematica Pegaso| Università Telematica Pegaso]] – established with Ministerial Decree of 20 April 2006;
# [[Università telematica Leonardo da Vinci| Università Telematica Leonardo da Vinci]] - established with Ministerial Decree of 16 November 2004;
# [[Università telematica Guglielmo Marconi| Università Telematica Marconi]] - established with Ministerial Decree of 1 March 2004;
# [[Università telematica Giustino Fortunato| Università Telematica Giustino Fortunato]] - established with Ministerial Decree of 13 April 2006;
# [[Università telematica delle scienze umane UniSu| Università Telematica delle Scienze Umane UniSu]] - established with Ministerial Decree of 10 May 2006;
# [[Università telematica internazionale Unitel| Università Telematica Internazionale Unitel]] - established with Ministerial Decree of 8 May 2006;
# [[Università Telematica Universitas Mercatorum| Università Telematica Universitas Mercatorum]] - established with Ministerial Decree of 17 May 2006;
# [[Università Telematica non statale “Italian University Line”| Università Telematica “Italian University Line”]] - established with Ministerial Decree of 2 December 2005.

===Major E-learning initiatives in Italy===

In Italy there is an atypical situation compared with any other country which lead to a substantial scientific and didactic contents preminence of the NETTUNO System compared to that of the other recently established telematic universities. Therefore, in Italy the two main e-Learning initiatives actually operating by distance education high standards are basically two ones: Consorzio NETTUNO and the International Telematic University UNINETTUNO – U.T.I.U..
Consorzio NETTUNO was established in 1992 to put into effect article 11 of the Law n° 341 of the 19 November 1990, the “Reform of the University Didactic Rules”. Being born as non-profit association, promoted by the Ministry of Education, University and Research, Consorzio NETTUNO gathered Universities and companies with the aim of realising Distance University Courses.

From that time onwards, the Italian university system will not have been the same. With NETTUNO model the places where teaching takes place are no longer only universities’ lecture halls, but also real and virtual places: private homes, workplaces, study centres; anybody, with no limits of space and time, can attend university in actual democratic way.
The students’ feedback was ready and higher than expectations and so was the support from the most prestigious Italian and foreign university teachers who gave their contributions by recording videolessons of the highest academic and educational value.
Consorzio NETTUNO’s success lies in the quality of the higher education courses supplied and, above all, on the Psycho-pedagogic and Didactic model utilised for producing all videolessons. This Model, designed through the research work carried out by Prof. Maria Amata Garito, full professor of Teaching and Learning Technologies at the Psychology Faculty of the University of Rome “La Sapienza”.

From Consorzio NETTUNO’s experience was born the International Telematic University UNINETTUNO - UTIU, established by the Ministerial Decree of the 15 April 2005, logic and natural follow-up of the the use of information technologies in the field of distance education. As it clearly appears, UTIU benefits from the know-how acquired during over fifteen years of practice in the framework of Consorzio NETTUNO.

It being understood that this is the situation, below we introduce some of those that can be considered as the most important e-Learning initiatives in Italy:

# [[NETTUNO| Consorzio NETTUNO]]
# [[Università telematica internazionale UNINETTUNO| International Telematic University UNINETTUNO]]
# [[Pegaso Telematic University| Università Pegaso]]
# [[Università telematica Guglielmo Marconi| Università Marconi]]
# [[Università telematica e-Campus| Università e-Campus]]

====1. Consorzio NETTUNO ====

[[Image:Revica_Logo_NETTUNO.jpg]]

[[NETTUNO| Consorzio NETTUNO]] was established in 1992 and it included three universities and five companies, in compliance with the law on didactic university rules of the 19 November 1990, n° 341, thanks to which in Italy distance university can count on an institutional reference framework. This law gives the university the opportunity to develop a new training model that is characterised by the implementation of first-level university diploma and also by the enrichment of the training processes modes. Actually, article 11, paragraph 3 provides that distance teaching is included among the distinctive didactic modes used by the universities.

The model proposed by the Italian law is grounded on the idea that distance teaching should be based on the universities’ peculiar functions with the aim of enhancing their higher education offer in framework which is inspired by autonomy and which is open to the flexibility of the initiatives undertaken. The choice is motivated by the belief that university, an institution basically aimed at advanced level education, can be enabled to play a still crucial role also as it regards the new training needs and the new environment where they are deemed to develop.
Consorzio NETTUNO, as organisational and structural mode, adopted the form of a consortium of traditional universities and companies and, as teaching-learning system, was based on a massive use of communication technologies already mature and available on the market at low costs.

The consortium was born in 1992 and included three universities and five companies. In only three years we passed from three to twenty-four universities: Politecnico di Bari, Politecnico di Milano, Politecnico di Torino an the Universities of L'Aquila, Bologna, Camerino, Cassino, Florence, Genoa, Lecce, Milan, Modena, Naples "Federico II", Seconda Università of Naples, Padua, Parma, Pisa, Rome Tor Vergata, Salerno, Siena, Turin, Trento, Trieste, Viterbo "La Tuscia" and companies such as: Telecom Italia, IRI, RAI, CONFINDUSTRIA and also eleven Technological Poles.

The consortium’s general objectives were:
* creating an area fore education and training with characters of high quality, great capacity of innovation both in terms of contents and methods;
* offer an educational service eliminating space and time limits at the users’ advantage and favour the access and participation both on an individual and group basis;
* use the telecommunication highways, built by means of satellite, cable TV, computer-based and telematic networks and multimedia and hypermedia products to establish new links between the university and industry and new teaching/learning processes or new evaluation systems.
* use technologies as new tools to promote the creation of new educational products, new distance teaching institutional models and new communication and interaction models among individuals having different cultures;
* launch research programmes allowing to identify suitable methodologies also with the purpose of using in more satisfactorily way the resources provided by a rapidly evolvine technology.

More specifically, Consorzio NETTUNO aims at realising a distance teaching model refuting the ideas of mass production and industrialisation of the training process and valuing the availability of equal educational opportunities to all types of students. The educational practice is characterised by the high quality of the teaching that is delivered by the best university teachers who are fully responsible for the distance teaching-learning process since distance teaching is actually based on traditional universities’ institutional functions. Distance university students enrol to the same course, broadly speaking, they follow the same programme, they are supported by the same teachers, the take the same exams and get the same title as the face-to-face students. It is the same teaching body that usually share their time between internal and external students. As it regards distance students the professors perform all the tasks envisaged for in-campus students besides other ones that are more specifically related to the distance education teacher. It is up to the distance professor to design and prepare the lessons to be delivered on the screen and prepare the materials supplementing the videolesson, such as texts and software, answers to the questions asked to the distance students, exercises made both on a face-to-face basis and telematically using ISDN networks and INTERNET connections, assessments and final exams. All these activities are coordinate among professors belonging not to only one university, but of all universities members of the consortium. This is surely the most innovative component since it allows to involve the professors that are most open to innovate and the best teachers into a collegial educational project. From the organisational and structural viewpoint, the project upon which Consorzio NETTUNO is based relies on structures that, year after year, keep on evolving their model and organisation.

These structures are: the National Centre, the Technological Poles, the Workstations “at home”, the University Technological Centres and the Supplying Universities.
Beside individual students, distance education courses are addressed to companies’ staff and in particular to those operating in the fields of telecommunications, computer science, consumer electronics who are located in geographical areas that are close to the partner universities’s sites. This way companies have the possibility not only to meet the educational needs and/or retraining needs of their staff, but also to offer their staff the chance to continue their university studies to get an academic title that could be used also for career development purposes.
At their own sites or in premises located in the nearby, companies can set up an area equipped to receive, video record, archive and consult remotely delivered courses supplied with computer/telematic workstations to communicate with the Universities and Technological Poles. Currently, three technological Poles have been set up at the following companies’ sites: ALENIA, in Naples, ILVA , in Taranto, IVECO, in Turin.

=====Qualitative results achieved =====

Consorzio NETTUNO’s history is a success story that can be checked, first of all, against the figures that since 1993 up to now demonstrate as the Consortium has developed for the benefit of of people, increasing its enrolments, for the benefit of the development of some geographic areas, setting up new Technological Poles, for the benefit of distance education, increasing the number of videolessons recorded and the technologies used to spread it.

The significant objectives achieved on the qualitative level can be briefly reported as follows:
* Valorisation of the cultural and scientific assets available in the Italian Universities;
* Enhancement of the didactics resulting from the experimentation of new languages and new technologies, with the consequent positive impact also on traditional didactic activities carried out by the professors also in their academic sites;
* Select teachers by co-opting them according to the scientific and academic achievements;
* Innovation produced within traditional universities in structures such as Technological Poles and by educational methodologies and technologies put at the teachers’ and students’ disposal. In addition, the training activity carried out in the Technological Poles located in traditional universities allows fully respecting Universities’ autonomy that, even if the authorised to deliver distance courses at national level, have the possibility to customise also distance education offer also thanks to the fact that the Tutors, selected among their own teaching staff, and the exams teachers can customise their paths according to the study pathways provided by the own Faculties;

In addition NETTUNO organisational structure allowed to:
* Put at the partner universities’ s disposal services, as those ones offered by the Internet site and by RAI NETTUNO SAT 2 satellite television channel allowing partner universities to support educational offer, putting at the students’ disposal training paths to be performed according to both face-to-face and distance education modes and to enhance their international profile since NETTUNO television channels has a geographic coverage that embrace all Europe and the Mediterranean Countries as well;
* Assure a high qualitative standard both as it regards the teaching staff and the issues and learning contents since they have at their disposal the experience supplied by the different partner Universities;
* Supply the Universities with full-comprehensive distance teaching courses and also individual didactic modules that can be exploited with the least organisational, economic and above all bureaucratic procedure compared to the implementation of traditional courses;

In the following table are included the main results achieved by Consorzio NETTUNO between 1993 and 2007 in comparative terms

'''Data related to Consorzio NETTUNO years 1993-2007'''
<table border="1" cellpadding="0" cellspacing="0" bordercolor="#CCCC99">
<tr bgcolor="#99CCFF">
<td width="205" valign="top"> </td>
<td width="234" valign="top">1993</td>
<td width="189" valign="top">2007</td>
</tr>
<tr>
<td width="205">Partner Universities</td>
<td width="234">3
University of Naples“Federico II”
Politecnico di Milano,
Politecnico di Torino</td>
<td width="189">43
among Italian universities, international universities and bodies </td>
</tr>
<tr>
<td width="205">Supplying Universities</td>
<td width="234">2</td>
<td width="189">18</td>
</tr>
<tr>
<td width="205">Distance teaching courses</td>
<td width="234">1
University Diploma 
Computer Engineering and Automatics </td>
<td width="189">27
University degree courses</td>
</tr>
<tr>
<td width="205">University Technological Poles and Study Centres </td>
<td width="234">2
Technological Poles</td>
<td width="189">32 Poles
8 Study Centres</td>
</tr>
<tr>
<td width="205">Students enrolled</td>
<td width="234">80</td>
<td width="189">9900</td>
</tr>
<tr>
<td width="205">Graduated students in Acad. Year 2005-2007</td>
<td width="234">//</td>
<td width="189">Over 8000</td>
</tr>
<tr>
<td width="205">Didactic modules</td>
<td width="234">10</td>
<td width="189">658</td>
</tr>
<tr>
<td width="205">Video Professors, tutors and exam professors</td>
<td width="234">20</td>
<td width="189">7.000</td>
</tr>
<tr>
<td width="205">Hours of videolessons produced</td>
<td width="234">400</td>
<td width="189">25.455 + 29.120 hours of Internet-based exercises </td>
</tr>
<tr>
<td width="205">Contacts on the Internet Portal</td>
<td width="234">//</td>
<td width="189">Approx. 465.000 monthly</td>
</tr>
<tr>
<td width="205">Technologies used</td>
<td width="234">RAIUNO
Satellite Olympus</td>
<td width="189">Internet
Internet via Satellite
RAI NETTUNOSAT 1
RAI NETTUNOSAT 2
RAIDUE</td>
</tr>
<tr>
<td width="205" rowspan="2">Videolessons broadcast</td>
<td width="234">2 hours per night</td>
<td width="189">24 hours during the whole year on RAI NETTUNOSAT DUE</td>
</tr>
<tr>
<td width="234">//</td>
<td width="189">187
Video courses usable online</td>
</tr>
<tr>
<td width="205">Videolessons distributed</td>
<td width="234">Vhs</td>
<td width="189">Dvix and DVD</td>
</tr>
<tr>
<td width="205">Staff employed in the poles </td>
<td width="234">5</td>
<td width="189">85</td>
</tr>
<tr>
<td width="205">Staff employed in the head office </td>
<td width="234">4</td>
<td width="189">44 employees
44 consultants</td>
</tr>
</table>
''(Source: Report on activities 2007 by Consorzio NETTUNO – 2008)''

=====Didactic Model=====
The didactic activity that is carried out with distance teaching courses allows the students to benefit from services and technologies allowing to realise the synchronic model: live broadcasting of televised lessons, interactivity among students and students, professors and professors, students and professors through ISDN network, INTERNET and personal computer, and also materials, products and tools (texts, videocassettes, hypertexts, multimedia products) allowing to realise the diachronic model. In the former case the didactic model is characterised by high degree of flexibility of the educational offer enable the learners, i.e. the students, to get educational autonomy, cognitive autonomy and no limits of space/time. Consorzio NETTUNO educational activities is coordinated by the National Centre through Didactic Committees in charge of a single diploma, composed of at least 3 professors belonging to the partner universities and to the thematic areas that characterise the diploma. At present, 7 committees were established, one for each diploma plus a general coordinating committee for each thematic area.

Therefore, the didactic model, is the result of cooperation among different university contexts and, in some cases, it is the object of debate also with the business world.

The Didactic Committees identify:
* the study programme;
* the general didactic rules;
* Courses and other didactic services delivery modes;
* practical exercises and exams carrying out modes and selection of professors in charge of the video courses.

The professors, selected as responsible for specific courses, video record all lessons included in the course at the University Technological Poles, set up in the various sites.
The videolessons represent one of the elements that characterise the distance teaching and learning process: “the pre-produced course”.

Each didactic module comprises 40 hours of videolessons, broadcast every night by the national television networks of RAI 1 and RAI 2, from 2 o’clock to 6:30 am and it is supplemented by 15 hours of exercises and tutoring.
The tutor, besides assigning practice exercises supplementing didactics, it sets up interactive relationships among students and teachers and customised relationships, based on personal meetings at the facilities located in traditional universities (Technological Poles) and in writing by e-mail, fax, telephone, computerconferencing and videoconferencing.

The distance teaching model proposed by Consorzio NETTUNO, considers the distance system as including activities in which the student works alone and activities that making him contact other people. A blended model, therefore, that matches experience supplied by a teaching mode carried on by the new technologies and a self-learning enriched by the use of the new technologies, with moments where teaching-learning take place still in a traditional way according to a bi-directional face-to-face interaction and communication. With this model we succeed in reaching that difficult synthesis between interaction and independence.

===== Television in Distance Teaching =====

Television is used in its main function of direct shooting of reality and in this case of the university lecture, where the professors addresses an audience of students and to a virtual class, trying to stimulate them and make them feel they play an active role in the teaching-learning process, even if communication is essentially one-way. The videolesson appears as guided didactic conversation in which the professors addresses the virtual student inviting him to think and involving him also from an emotional point of view; he asks him to take notes, proposes some tests and stimulates his self-assessment asking him question about the subjects treated. The students have the possibility of submitting the exercises carried out to the professors via fax or e-mail and get an assessment of the results achieved. So doing, the teacher has also the possibility of checking the comprehension level that he has obtained through his teaching method.

The videolessons are lectures where the professor, beside transferring knowledge on given subject, leads the student towards a study and learning method and to critical reading of the exam texts; this is the reason why it is basically linked to a traditional didactic methodology even if it takes into account the fact that it uses television as communication medium.
As it regards the teaching modes it is interesting to note that how the same university lesson, recorded and delivered to the student according to mainly traditional criteria, undergoes a great change in its use thanks to the use of particularly popular and mature technology: the video recorder. By means of a video recorder and DVD player the student can choose the modes and rhythms of his own learning. A video recorded lesson allows to be able to get back to unclear passages of the speech, watching again the same passage and benefiting from an explanation as many times as one wishes.

The video recorder and the DVD player allows to perform an blended form of interaction: the essentially one-directional aspect of the communication relationship between the video professor and the student at home is mediated by the possibility the student has to interrupt the lesson, to go back to the more difficult passages, to take notes stopping the pictures, to build a path of his own through the reading of one or more lessons according to the points he is most interested in. The possibilities of utilisation of video recorded lesson are, therefore, notably different from those of a traditional student ones, since this last one can follow the lessons only in real time.

Television is also used as an electronic blackboard: each user can consult the Teletext pages to know the broadcasting schedule, the recommended texts and didactic software packages and any information about Consorzio NETTUNO’s activities.

=====Exercises and Tutoring=====

Exercises and tutoring are carried out at the Technological Poles. The National Centre receives from the professors who realised the videolessons the videolessons supplementary materials such as printed materials (lecture notes, texts of exercises, software, video exercises) and it sees to making the necessary copies and to quickly deliver them to the Technological Poles located at the various universities’ campuses in order to put them at the tutors’ disposal who work as researcher and professors at the traditional universities and to the exams professors’ disposal. Every day the Technoogical Poles send to Consorzio NETTUNO all information data related to the activities, schedules and places, situated in the various sites, where exercises are carried out, tutors’ availability be contacted by phone to get support, e-mail details, the calendar of the exams. Consorzio NETTUNO collects all these information and, after having processed these data, puts them on Teletext and on the Internet to spread them.

At present, 242 tutors and 203 professors who organise the exams, besides 130 video professors, carry out practice work and tutoring activities at the Technological Poles of the various universities.
The relationship between tutors and students is still an essential component in distance education system.

The tutor has to:
* motivate the student, give him his advice and encourage him;
* support and facilitate the student’s learning process whether working by himself or with other groups of students;
* check the knowledge and the skills acquired by correcting his assignments; this should be done by the tutors who have to make remarks on the students’ mistakes, giving suggestions and giving further explanations;
* assess their progress and give them a tool by means of which they can assess their condition and their needs.

The assessments of the learning progress, made also through personal meetings, represent elements that can be used more or less systematically to modify the courses on the basis of the students’ needs and wishes. Even if many people believe that the tutor should be identified only with the one who carries on practice work, that often doubles the video course, Consorzio NETTUNO tutoring model is characterised by a system that sees the tutor as the person who carries on practice work activities for most of the time in traditional universities’ classrooms. This educational option is not exclusively based on rational decisions, but it is due also to the power of tradition and to negative prejudices as it regards the applicability of dissimilar teaching-learning modes. There is not a study that proves that students studying at distance work less than the other students who do teamwork in a classroom. Some studies show that they works as well and other ones show that the work even better (Childs, 1965:81).

Many students cannot or do not want to spend their own time in face-to-face sessions: the would rather call (or write) to their tutor instead of moving; the prefer working according to their own learning rhythms by themselves. Since most of the users include working students and students who cannot attend the university, distance courses effectiveness is assessed also according to the flexibility degrees assured by the educational offer.

Personal consulting, on the tutoring line realised in Oxbridge (stimulating periods of exchange between tutor and student) and group discussions, organised and spontaneously arising possibly before the exams sessions, are preferred by the students instead of face-to-face exercises.

As shown by the 1995 Questionnaire on Quality, the Consorzio NETTUNO students proposed many solutions to enhance exercises and tutoring facilities includine: send to the student’s home exercise materials; exercises more closely linked to the exams subjects; possibilità to implement face-to-face courses scheduled in specific periods of the year for those who are unable to go to the Technological Poles; for all courses, in addition, video recorded exercises would be greatly appreciated: 75% on average of the students expressed this wish.

This last issue is particularly interesting since it confirms that the use of educational contents via video is an effective learning mode and allows affirming that it would be advisable to maintain distance teaching and learning modes not only for the more theoretical lessons, but also for study sessions that are more aimed at practical issues. In order to answer to the needs directly expressed by distance students, some professors of Consorzio NETTUNO have already realised from 10 to 12 hours of video exercises for each course that are available also on videocassette. The realisation of the video exercises is carried on by the same professor who delivered the course video lessons; he shows concrete exercises and explains the relative solutions, gives suggestions on how to solve further questions and show the virtual students the exercises to be made by oneself; in addition, some video exercises are devoted to the illustration of simulations of exam texts. Beside this kind of materials that allows to transmit the exercises also at the students’ home, technologies allowing to start up bi-directional and interactive communication relationships are being tested. More specifically: videoconferencing, telematic systems such as the ISDN network, audio-conferencing and computer-conferencing and Internet.

The video/computer-conferencing system for remote tutoring that was experimented in Consorzio NETTUNO didactics between the Technological Pole of the Polytechnic of Turin and the Technological Pole of Alessandria allowed for testing a remote tutoring system; in particular a multimedia point-to-point connection through two H320 videoconferencing stations was set up.
The following services are supplied:
* video-telephone services for tutors and students’ sound and picture broadcasting;
* window-sharing services to display and share documents in electronic format;
* white board services for tutors-students interaction on documents acquired by a scanner;
* file-transfer services for document exchange.

As it regards the use of systems such as the ISDN and Internet networks the audio/video-teleconferencing is being tested through the ISDN network. Teleconferencing is realised in three sites: National Centre, at the Technological Pole at Politecnico di Torino and at the Technological Pole at the University of Naples "Federico II". This is aimed at:
* increasing interaction among professors, giving chances of meeting for the professors in charge of the courses, who are distributed over the national territory to assure the operational coordination of the Diploma;
* promoting a higher level of interaction among professors and tutors in order to assure a higher homogeneity of the didactics and fix evaluation sessions between the professor in charge of the course and the tutors who assure their support to the students at the Technological Poles;
* promoting a higher level of interaction between professors/tutors and students. This objective, in particular, envisages the organisation of exercises by the a tutor/trainer for the students located in the far-off sites and the supply of tutoring service by videoconferencing during which the tutor is at their disposal (according to a pre-established schedule).

In addition, the exams session will scheduled in such a way as to enable also the students living in far-off places to take the exams and know the exams mode in advance. Interactivity between professors and students that takes place with these systems is, of course, an interactivity that can work only among small groups. Actually, the word interactivity is often used in superficial way in distance teaching systems since the interactivity between professors and students in a distance teaching process, addressed to large masses of users, is difficult to obtain, as it is difficult to obtain in the over-crowded classrooms of traditional universities, where face-to-face teaching takes place. The situation is quite different, if distance teaching is addressed to few students, therefore to small groups to carry on guided practice work or in doctorate and specialisation basic courses.

As it regards the Internet, we realised a Website with the aim of:
* creating a database for documentation, the realisation of communication infrastructure among students, professionals and the community of Internet users;
* start up a dialogue with those who work at education and tutoring questions to keep the adopted solutions at a cutting-edge level and to be able to create international bibliographical references that is available on NETTUNO website and also virtual one, that is a set of references, links etc. related to Internet users and sites that deal with similar questions.
This natural openness to communication allows all categories of users/managers to exchange views and it also represents a basis for an auto-implementation (some sort of web-based expert system) above all for what concerns the documentation and experimentation of an interactive tutoring support.

=====Mixed Didactic Model=====

The start-up of the organizational and structural model described below has allowed a new pedagogic model to be created that fulfils the requirement of flexibility and that manages to avoid the isolation of the student. This is a mixed model that empowers traditional systems by using a way of teaching unencumbered by spatial-temporal limits, but still maintains direct interaction. The model of distance teaching proposed by NETTUNO considers the distance arrangement that includes activities out of which the student studies alone and activities that use new technologies and activities that make the student interact with other people –either in person or at a distance. With this model, one is able to attain “that difficult synthesis between interaction and independence” (Garito, 1996). The two models are described below:

'''Traditional Method''':
* direct interaction with teacher and tutor.
* seminars and practical assignments carried out in the presence of the tutor or teacher.
* meetings for tutors and groups of students held at the Technological Poles.

'''Distance Method''':
* Academic lectures (40 academic hours broadcast on television).
* Practice exercises (exercises on the Internet, multimedia software, video and computer conferencing).
* Distance tutoring (over the telephone, by video, audio, and computer conferencing, by fax, e-mail, computer forums and chat rooms).

[[Image:Revica_mixed_model.jpg]]

The technologies used by the Network per l’Università Ovunque NETTUNO are basically two: television via satellite and Internet.
Television via satellilte. All of the teacher’s courses are broadcast on RAI channel 2 and are aired 24 hours a day on the satellite channel RAINETTUNO-SAT, which RAI beams from the EUTELSAT HOT BIRD 2 satellite. There are 240 courses produced by the Network per l’Università Ovunque NETTUNO for a total of 12000 hours of university video-lessons. Besides the video-lessons, there are books, exercise books, multimedia software and products, and didactic Internet websites linked to the videolessons.

===== Traditional Didactic Methods =====

Today, modern technology can bring about “presence at a distance” (through video-conferencing, chat rooms…). NETTUNO puts forth a didactics based on a method of teaching/learning that is synchronous (teaching and learning happening at the same time, but not in the same place) and diachronic (training and educational processes that are no longer tied to the same time and place).

'''Diachronic Method '''

Above all, it’s necessary to underline that this method offers the highest degree of flexibility: the lack of spatial-temporal limitations allows the student to learn at his/her own pace and at times of his choice. The lack of limits of space also allows the student to use didactic materials in every possible context: at home, at work, at the study centres – according to his or her needs. Therefore, optimal learning is fostered.
Different aspects of learning are included in the diachronic method:
* symbolic-reconstructive learning
* learning by doing
* collaborative learning mediated by written work on supportive technologies.

In the first two methods, man and machine interact: the student uses a VCR, satellite television, computer, telecommunication networks, and virtual laboratories. In collaborative learning, interaction takes place not only between person and technology, but also between students and/or teachers. Interaction is carried out through the use of technologies that are based on writing: e-mail, discussion forums on the Internet, fax.
Overcoming the limits of time and space, these instruments create the conditions for creating a “virtual community” and for triggering collaborative learning processes on the network, fostering new methods of socialization. The possibility to start up relationships for study purposes is essential because it allows the discussion and clearing up of the many doubts that haven’t always been taken fully into account by the teachers and tutors.

[[Image:Revica_distance_didactic_mo.jpg]]

'''Synchronic method'''

In the synchronic method, the development of new technologies has brought with it a particularly significant innovation. Telecommunication has made it possible to initiate interaction in real time without needing the participants to be present in the same place. Time unfolds simultaneously for all, but place is no longer a necessary condition. Just like in the case of collaborative learning mediated through writing, interaction happens not only with technology, but also occurs between groups of students, groups of instructors, and between students and instructors. The synchronic method, therefore, allows collaborative learning to be carried out through video-conferencing, conference calls, and Internet chat rooms.

====2. International Telematic University UNINETTUNO – U.T.I.U. ====

[[Image:Revica_Logo_UTIU.jpg]]

The International Telematic University UNINETTUNO, recognised with Ministerial Decree of 15 April 2005, is a single great university where professors of high prestige of important universities worldwide deliver their courses in many languages in the real and virtual places on the Internet. U.T.I.U.’s internationality is a founding character that permeates all activities the didactic and research ones and the academic relationships as well.
The International Telematic University UNINETTUNO is based on a close cooperation with traditional universities, Italian ones and also European, of the Arab World, of the United States, Latin America ones and at present it is concluding new agreements with universities of China, Russia and Africa. The alliance of university institutions of many countries of the world allows supplying wider and more diversified offers as it regards the teaching staff and the subjects and educational contents as well. The main didactic tool is the Internet-based learning environment www.uninettunouniversity.net , the first portal in the world where teaching and learning are carried out in four languages: Italian, French, English and Arabic. The institution is structured upon an International Centre, Faculties, University Degree Courses and Technological Poles. The Technological Poles are located in Italy and also abroad; they are facilities at the students’ disposal equipped with all technologies needed to follow the distance teaching courses, participate in training activities by videoconference and they represent a real meeting-point to host face-to-face exams sessions, meetings and seminars with professors and tutors.
The management bodies are: the Board of Directors, the President, the Rector, the Academic Senate, the Faculties Councils, the Board of Evaluation, the Board of Auditors.
The University is authorised to issue study titles legally acknowledged in Italy and abroad for: first-level degrees (bachelor’s degrees), specialisation degrees, research doctorates and master’s course.
For the academic year 2005-2006 five faculties are operational and they offer seven three-year degree courses:
* Engineering Faculty
** '''Civil Engineering'''
** '''Computer Engineering'''
** '''Management Engineering'''
* Law Faculty
** '''Legal Expert in Development and Internationalisation of Enterprises'''
* Economics Faculty
** '''Economics and Business Management'''
* Psychology Faculty
** '''Psycho-social Disciplines'''
* Literature Faculty
** '''Cultural Assets Operator'''

The International Telematic University UNINETTUNO take origin from NETTUNO - Network per l’Università Ovunque model (operating in Italy since 1992) and from the success of the European Project Med Net’U - Mediterranean Network of University. With the Med Net’U - Mediterranean Network of Universities), funded by the European Commission in the framework of the EUMEDIS Programme and coordinated by NETTUNO - Network per l’Università Ovunque and which saw the participation of 11 Mediterranean Countries (Egypt, Algeria, Lebanon, Tunisia, Jordan, Greece, France, Italy, Morocco and Syria) the following results were obtained:
# The design of two common curricula in the Engineering area according to the lines indicated in the Bologna and Sorbonne processes (three years of basic studies plus two specialisation years).
# the production, in four languages (Arabic, English, French and Italian) of all the modules of the degree course in Information and Communication Engineering and in Mechanical Engineering
# the training of teachers, tutors and technical staff strictly related to the competences and skills needed in distance education
# the realisation of networked structure based on transmitting and receiving bi-directional satellite technologies, set up at the 11 Production Centres and 31 Technological Poles, at the Mediterranean Partner Universities’ sites: it is the only bi-directional distance teaching network existing n the Euro-Mediterranean Area;
# the development of an didactic platform based on Internet via satellite, in four languages – the only one worldwide Arabic, French, English and Italian – and the availability on the satellite channel, RAI NETTUNO SAT 1, of an area entirely devoted to the broadcasting in four languages of the videolessons realised by the professors of the universities of the Arab World and of Europe.

Med Net’U takes origin from the model of NETTUNO - Network per l’Università Ovunque – operating in Italy since fifteen years, 31 partners, traditional universities, distance universities and technological companies from 11 Mediterranean countries (Algeria, Egypt, France, Jordan, Greece, Italy, Lebanon, Morocco, Syria, Tunisia, Turkey), they all worked together and realised a true technological network based on the use of transmitting and receiving digital satellites connecting 11 production centres and 31 technological poles at the partners’ sites.

Today all partners can produce, broadcast and receive educational contents, through Internet via satellite and on television, on RAI NETTUNO SAT 1 as well, that, since one year has been broadcasting academic lessons of the Engineering degree course in Arabic, English, French and Italian. RAI NETTUNO SAT 1 is the only television channel in the world that airs its programmes in four languages and that is broadcast by the HOT BIRD satellite that has very wide geographic coverage reaching whole Europe and also the Mediterranean Basin, Asia and Africa.

Today the Governments of the partner countries support the development of Med Net’U from project to system: the support to this process was expressed also in the framework of the Third '''Catania Conference''' for the creation of Euro-Mediterranean Area for Higher Education that took place from the 27 to 29 January 2006, and during which 14 Ministers of Higher Education of various Mediterranean Countries undersigned a joint declaration which lays the foundations to start up new relationships. The 14 signatories Ministers undersigned, at point 6 of the Declaration to “strengthening the distance learning system, by expanding the results attained through the Med Net’U Project, in order to encourage the widest possible access to education and training in a perspective of lifelong learning”.

The shift from the Med Net’U Project to the International Telematic University UNINETTUNO has been concretised by the conclusion of academic agreements with some universities of the Arab World and of the Middle East, belonging to countries such as Egypt (Helwan University and Cairo University), Jordan (Yarmouk University and Jordan University of Science and Technology) and Tunica (Tunis Virtual University) and the Ministry of Education and Training of Morocco (SEFT - Secrétariat d’Etat chargé de la Formation Professionnelle of Morocco).

These agreements were then ratified by special conventions with the Ministries of Education, University and Research of the concerned countries and they allow that the academic title issues by the International Telematic University UNINETTUNO is considered valid also in the Mediterranean countries that signed the agreement.

The launching of the activities of the International Telematic University UNINETTUNO/Med Net’U in the Mediterranean countries has actually started. On the 14 March 2006 we inaugurated the UNINETTUNO Technological Pole at the site of the Secretariat of State for Vocational Training in Rabat, Morocco. In this structure, the Moroccan Government is using the Computer Literacy distance courses realised with the Med Net’U Project and is already training the executives of the various ministries in the use of the new technologies.

On the 15 June 2006 the UNINETTUNO Technological Pole was inaugurated at the Helwan University’ site in Egypt, just as a starting-point, and nearly 40 students are enrolled in the Computer Engineering Degree Course of the International Telematic University UNINETTUNO and they have already successfully passed the exams of the first year. The Egyptian professors were trained by our professors to be able to follow the student as tutors and jointly with our professors the carry on the exams face-to-face and by videoconferencing.

On the 26 October 2008, in the presence of the President of the Italian Republic and of the highest officials of Egypt, was undersigned an historic academic agreement between the first Egyptian e-Learning Distance University, the EELU Egyptian E-Learning University, and the International Telematic University UNINETTUNO.

By a special provision the Egyptian Government allowed the Egyptian students enrolling to UNINETTUNO courses to get the acknowledgement of the Egyptian – Italian joint academic title.
On this basis the two universities started up a cooperation in order to design and produce jointly the contents of the distance teaching courses in the fields of Economics, Management, International Law, Tourism, Cultural Heritage and Vocational Training courses aimed at meeting the employment needs of the new markets of labour and at making students acquire both professional skills and general cultural and language skills to those who want to emigrate to the European countries.

===== Cooperation in the research field and international agreements =====

'''Arab countries'''

'''''Egypt'''''
* Letter of Intent UNINETTUNO - Cairo University - Helwan University (11 December 2004)
* Agreement with Helwan University, Cairo (Egypt). This agreement is about the scientific and educational cooperation with the state University of Helwan that can rely on 18 faculties and 50 research centres and that has reached high prestige thanks to its engineering faculties. In addition, this agreement envisages the possibilty for Helwan University students to enrol to the degree courses produced by UNINETTUNO and also the possibility to co-produce further degree courses and master’s courses they are both interested in. Thanks to this agreement it was established a Technological Pole at Helwan University and it is envisaged the delivery of joint academic titles with double title (15 June 2006).
* Agreement for setting up Study Centres in cooperation between UNINETTUNO and Istituto Salesiano “Don Bosco” (15 May 2006)
* Memorandum of Understanding between Helwan University – UNINETTUNO – Istituto Salesiano “Don Bosco” – Italian Embassy in Egypt (25 Octobre 2006)
* Academic agreement undersigned by the first Egyptian Distance University (EELU) and the International Telematic University UNINETTUNO (UTIU) - Cairo (26 October 2008)

'''''Jordan'''''
* Letter of Intent UNINETTUNO – Yarmouk University – Jordan University of Science and Technology (20 April 2005)

'''''Morocco'''''
* Convention de partenariat entre Le Secretariat d’Etat charge de l’Alphabetisation et de l’Education non formelle et UNINETTUNO en matiere de Cooperation dans le domaine de l’alphabetisation et de l’education non formelle a distance (28 April 2005)
* Accord cadre de coopération entre Le Secrétariat d’état chargé de la Formation Professionnelle Maroc et UNINETTUNO dans le domaine de la Formation Professionnelle a distance (14 March 2006)

'''''Tunisia'''''
* Projet de convention-cadre de Cooperation entre l’Université Virtuelle de Tunis et UNINETTUNO (14 April 2005)
* Agreement with the Université Publique de Tunis El Manar (Tunisia). This agreement is aimed at mutual cooperation target to the analysis and use of UNINETTUNO distance teaching models and the implementation of a Technological Pole. The Université de Tunis El Manar is a state university whose main aims are education and training. It has over 45000 students and it is one of the most important of the country (10 May 2007)
* Amendment, agree on by the International Telematic University UNINETTUNO and the Université Virtuelle de Tunis, to the Framework Agreement concluded by UNINETTUNO S.r.l. and the Université Virtuelle de Tunis on the 14th April 2005 (Tunisia). This amendment aims at mutual cooperation for the study and use of UNINETTUNO distance teaching models and the establishment of a Technological Pole. The Université Virtuelle de Tunis is a university established in 2002 operating in the field of distance education and training (24 August 2007).

'''Americas'''

'''''Ecuador'''''
- Agreement with the Centro Ecoeducation Celestin Freinet of Quito (Ecuador). This agreement is aimed at mutual cooperation for the study and use of UNINETTUNO distance teaching models and at the establishment of Study Centre in Ecuador. The Centro Ecoeducation Celestin Freinet of Quito is one of the most prestigious bodies in the field of education in Ecuador and was realised thanks to the cooperation of Italian humanitarian activists (10 October 2008).

'''''USA'''''
- Agreement with the St. Andrew's Theological College and Seminary of Lexington (North Carolina, USA). This agreement aims at mutual cooperation for the study and use fo UNINETTUNO distance teaching models and the establishment of a Technological Pole. The St. Andrew's Theological College and Seminary was founed in North Carolina in 1967 with the objective of supplying higher education courses to students from all over the world, promoting knowledge and culture in the humanities, technical-scientific and vocational training sector. (9 July 2007).

'''Europe'''

'''''France'''''
* Partnership protocol with the Institut des Sciences de la Communication du CNRS (Centre national de la recherche scientifique – France). This Protocol is aimed at scientific cooperation in the field of language and communication, political communication, globalisation and cultural diversity, scientific information, sciences, technologies applied to teaching and learning processes etc. (8 July 2008).

'''''Malta'''''
* Letter of Intent with the University of Malta. This agreement concluded with the representation of Malta University in Italy, the Link Campus Foundation, is about the study and research work aimed at the dissemination and implementation of distance university degree courses, master’s courses and training and re-training courses paying specific attention to the subjects related to the specific studies targeted to accountants and labour consultants. The University of Malta is the first foreign university authorised to operate in Italy. The agreement aims also at cooperation between the Parties for the establishment of Technological Pole at Link Campus’ site. (18 May 2007).

* Scientific Partnership with the EADTU (European Association of Distance Teaching Universities), an international organisation which represents the most important distance teaching universities of Europe and also national networks of the organisations operating in the field of distance education and e-learning. The International Telematic University UNINETTUNO is a member of the EADTU (European Association of Distance Teaching Universities) and develops research activities with them (27 October 2006).

* Letter of Intent and Scientific Partnership with the EMUNI Centre - University Centre for Euro-Mediterranean Studies, a university centre, based in Portorož, Slovenia, whose statutory objectives are to promote cultural exchange among the Euro-Mediterranean countries by sharing knowledge, higher education and research; to promote networking among the countries of the Euro-Mediterranean area; play a significant role in favour of socio-economic and environmental sustainable development. The International Telematic University UNINETTUNO signed the Letter of Intent and the Foundation Charter and, in addition, it is member of the Academic Senate of the EMUNI University. At present, an important Master’s course delivered by the UTIU is being held also with the contribution of EMUNI: it is the Master’s course in Euro-Mediterranean Cultures and Policies (25 May 2008).

* Scientific Partnership with the ICDE - International Council for Open and Distance Education, a global network for the organisation of the whole world that operate in the field of distance education. The main objective of the ICDE is to promote intercultural cooperation and mutual understanding among different cultures enhancing learning strategies and flexibility of the educational models to spread them in global basis. The ICDE is recognised by the United Nations (UNESCO) and since it is a Global Umbrella Membership Organization in Online, Flexible and Blended Learning, is one of the most reference structure at global level as it regards distance education and online training (2007).

* Scientific Partnership with the Anna Lindh Foundation, an international organisation for the promotion of a network among the organisations of civil society that work for enhancing dialogue among the Mediterranean Countries. To this end, the Foundation keeps open communication channels with the governments of the Euro-Mediterranean Association. The Anna Lindh Foundation mission is to unite people and organisation of both shores of the Mediterranean Sea contributing to enhance a peaceful dialogue and mutual understanding. The International Telematic University UNINETTUNO supports and is member of the Foundation playing a role and giving a contribution to realisation of the statutory aims (2007).

* Scientific Partnership with E.P.U.F. - Euromed Permanent University Forum, a network representing 37 Euro-Mediterranean Countries working in favour of internationalisation in its widest meaning. The main objective of the Forum’s activities is to contribute to the establishment of Euro-Mediterranean Area for Higher Education and Research, following the lines promoted by the Bologna Process. The International Telematic University UNINETTUNO is among the signatories of the agreement for the establishement of the Forum and it promotes its scientific activities (2006).
* Scientific Partnership with ELIG – European Learning Industry Group, an open industrial group whose members share search for solution to problems dealing with eco-systems applying innovative tools in line with the 21st century evolution. ELIG tries to promote innovation in learning, in knowledge creation and in spreading it all over Europe. More specifically ELIG’s mission is aimed at the following issues: give innovative inputs to the policy makers at European, national and regional level. In addition, ELIG presents itself as a communication tool between research and market, highlighting the most innovative developments and trends in view of sustainable progress in favour of the respect of eco-systems and of the stakeholders and of the market as well. The International Telematic University UNINETTUNO contributes to the dialogue and internal exchange among the members of the Group and to the research of innovative channels and tools to share knowledge thanks to their know-how and through its network (2008).

The International Telematic University UNINETTUNO, in order to develop its futures projects of cooperation with the Arab World can already use the technological facilities (Production Centres and Technological Poles) set up within the Med Net’U Project located at the sites of 31 Universities and Vocational Training Centres of 11 countries of the Arab World involved in the Project.
The Production Centres are equipped for the realisation of multimedia educational products (videolessons, online exercises, texts, Internet sites, multimedia products) that will be aired on satellite television, Internet via satellite and that will be available on the didactic portal.
Thanks to the network of professors coming from the best universities of the Arab and European countries that have been trained by our professors in the use of the new technologies and in distance teaching methods, the realisation of new courses in four languages is easy and undemanding for the International Telematic University UNINETTUNO.

The network structure created with the Med Net’U Project in agreement with all partners is the Euro-Mediterranean network of the International Telematic University UNINETTUNO; we already agreed with other universities of other countries to make their students enrol to UNINETTUNO. We joint the list of countries, universities and vocational training centres already in operation.

With the Med Net’U it was realised a technological network, based on a bi-directional satellite Euro-Mediterranean satellite network connecting in an interactive way 11 Production Centres and 31 Technological Poles of the Mediterranean University. The students coming from different countries and different cultures can enrol through the Internet to the International Telematic University UNINETTUNO courses and study at distance connecting themselves to a special Internet-based learning environment (www.uninettunouniversity.net) , the can choose whether to attend their distance education courses in the language they prefer: in Arabic or Italian, in English or in French, and be support at distance by professors/tutors in the technological poles of the nearest university and connected to the international centre of the International Telematic University UNINETTUNO of Rome through computer-based networks.

Thanks to this new model of university the students of the Middle East can study and learn about our culture and the Western students can learn from the best teachings of the Arab academic culture, all being free from reciprocal prejudices but having as a sole goal to deepen and enlarge their own knowledge. At present, there are by now a lot of students of the Arab World who are enrolled and who attend our courses.

Thanks to the new technologies distances are being overcome; European and Arab professors cooperate to creation of single international pole of knowledge; together they built a single great university where the best teachers of the European and Mediterranean Universities deliver their courses in their own language and in the various faculties going from Engineering to Economics, to Psychology, from Cultural Assets to International Law, to Communication Sciences.

Every university and every professor is the protagonist of the new educational process; the design of the curricula and selection of the professors in charge of the delivery of the distance courses, and therefore to realise the videolessons and the multimedia materials related to each module, is carried out jointly in the framework of the Scientific Committee of each faculty; all professors are selected and co-opted according to their CVs and therefore on the recognisability of their international scientific titles.

=====Psycho-pedagogic and didactic model=====

With the International Telematic University UNINETTUNO it has been developed a new psycho-pedagogic and didactic model allowing to:
* Start, also at distance, new communication relationships between students and professors, promoting, thanks to a special Internet-based platform, the shift from one-way communication (typical of the first distance teaching models) to a two-way real time communication model also available in real time;
* Use an Internet via satellite PC as the focus of a system where different contributions from different media converge. This model allows transmitting directly from the University to the student’s homes or workplaces lessons, multimedia products, databases, tutorials, practice work, assessment systems.

=====Internet to teach and learn=====

The main didactic tool is the Internet-based learning environment on www.uniNETTUNOuniversity.net , the first portal in the world where teaching and learning are carried out in four languages: Italian, French, English and Arabic. From this learning environment it is possible to access to a section named as Didactic Cyberspace. There are available, for each module included in the curriculum, the professors’ pages, the tutors’ pages from which it is possible to access to: videolessons digitised with bookmarks allowing for hypertextual and multimedia link to books, selected bibliographical reference, texts, exercises, virtual laboratories and lists of websites selected by the professors.

The Professor and Tutor’s page is considered as the focus of the didactic activities and is structured according to different learning environments that guide the student along its learning path.
According to this model the student can build his own learning path based upon his learning needs and his skill-level and he is at the centre of the learning process, guided by the new profile of the professor  telematic tutor who has the task of supplying the tools needed to facilitate the networked learning and communication process in a synchronic and diachronic way.
The proposed activity allows the shift:
* From transfer of knowledge to the creation of knowledge;
* From passive and competitive learning to active and collaborative learning;
* From simple to complex (video lesson and intelligent library);
* From theory to application projection (learning by doing in the virtual laboratory);
* From guided exercises to research on the World Wide Web (the Internet); and
* From individual study to interactive dialogue between professors and students (on the Internet).

=====Digitised videolessons =====

The video lessons are digitised in order to be used on the Internet via satellite. What characterises this digitisation model is:
# modularity of contents that allows the students to access a specific skill level;
# indexing of subjects favours hypertextual navigation; indexing has the function of a cognitive map and guides the students along the different didactic paths;
# bookmarks, icons that blink during the video lesson and lead the student to the hypertextual materials related to the video lesson; texts, exercises, Virtual Laboratories, bibliographical references, lists of websites, on-line tutoring.

Using the digitised video lessons, the student has the possibility not only of setting up symbolic-reconstructive learning processes linked to a classical linear teaching mode, but thanks to the modular structure of the contents, to the subject indexing, and to the bookmarks, the student can develop hypertextual and multimedia processes that allow him to enrich and enhance his meta-cognitive strategies and favour the customisation of the learning paths, allowing the set up of active, constructive and interactive learning processes.

In order to integrate the videolessons there are practical exercises and virtual laboratories.
The Virtual Laboratory looks like a true learning environment where the student can put into practice the abstract principles learnt in the theoretical lessons and by setting up a “learning by doing” process, they can virtually develop abilities and integrate theory and practice.
Human mind works better on concrete and specific cases rather than on abstract data; besides, learning by doing enhances the learning process and facilitates the solution of problems. Virtual laboratories are essential tools to acquire specific professional tools and are very frequently used in vocational training courses, where the method most used is the virtual simulation of operational procedures and abilities.

In this environment the student has an active role, but he is always guided by the intelligent system or by an expert tutor who, through the telematic networks, follows the student’s learning process.
Through virtual laboratories it is possible to overcome many of the limits of web-based teaching; it allows to organise trials and offers the possibility to learn on the basis of practical simulations, allowing to virtually put into practice what has just been learnt.

This inevitably leads us to another important aspect: the overcoming of space and time barriers. Thanks to the telematic network, the same virtual environment can be shared at the same time by several users (teachers and students from different places in the world).

=====Online tutoring =====

This is the true interactive synchronic section of the portal. In this section, real tutors/professors support the students by chat, including audio and video, revise the assignments, guide them to overcome difficulties, not only with regards to learning, but also the psychological ones linked to distance study. Online tutoring is structured on classes, with an advanced profiling system, where the user is recognised unequivocally, allows constant monitoring of the learning process of each individual user/student. Using the chats, videochats, the professor-tutor, through by means of the Socratic-style interactive dialogues, helps the student to analyse his reasoning process and discover and correct not only the mistakes, but also their causes.

Through real-time videoconferences and recorded forums, the telematic tutor organises and structures the collaborative learning sessions to favour the opportunities of interaction among the different actors of the educational process and develops networked socialisation models between communities of distance students and teachers.

The professor => telematic tutor plays the role of professor-director, designs learning scenarios and gives the students theoretical and conceptual tools, but also tools that transform the knowledge in practical abilities and therefore into professional skills; it favours the integration between ''know how to be'' and ''know how to do''.

=====Learning models=====

With regards to the development of learning, it is important to note that the study strategies set up during the use of the digitised video lessons allow setting up a learning process where it is the student who masters time. Actually, the student, besides having the possibility to customise all his study paths, can interact with different materials and realise a multimedia and hypertextual study strategy: he can organised the stored knowledge using different registers such as text, sound and pictures; he can interrupt viewing the video lessons to consult databases or texts available in the virtual library; he can try practical activities in the laboratory to see if he can transform his theoretical knowledge in practical abilities; he can navigate the Internet to enrich the subject with information that can come from different cultural and linguistic settings, or interact with other students and experts on the subject by means of “Forums” and chats (Garito, 1998).

In particular, a hypertextual learning takes place. Many authors having a cognitive and connectivity approach agree on defining the hypertextual technologies as a tool capable of favouring a new kind of learning.These technologies are closer to the natural way of working of the human mind, since there exists a substantial analogy between the network of links typical of a hypertext and that of the working of the human mind, meant as a neural network.

Hypertextual learning guides the student in his explorative dynamics by proposing to him a non-linear type of knowledge that is made up of plots and connections among nodes.
Besides, the hypertextual learning stimulates autonomy and makes the student also become the author, as it gives him the opportunity to realise his own navigation paths among the nodes of knowledge proposed and to choose the detail and learning level he wishes to attain.

Basically, the student is given a learning environment that stimulates exploration and discovery, a tool to “learn how to learn”; to develop new learning strategies.

In addition, the inclusion of the virtual laboratory into the didactic cyberspace allows the development of new learning models that tend to shift human cognitive working from the symbolic-constructivist mode to that of perceptive-motor working. Learning linked to the perceptive-motor is related to the primary mode of acquisition and therefore turns out to be largely independent of differences of age, education, culture etc..

=====Professors and students new roles=====

The new distance universities allow not only to update teaching and learning methods, but also to update the roles of teacher and of student.

The new cultural setting requires above all a renewal of the old function of the teacher seen as the absolute repository of knowledge, sole transmitter of knowledge and solitary protagonist of the educational process. The teacher should abandon the role of “sage on the stage”, to take over the softer, but more crucial, role of “guide”. The new role that takes shape is that one of a teacher-director who designs learning scenarios and cooperates with his students to jointly create a training path that takes into account the different learning styles.

The new teacher should be able to use the new technologies of the mind to transmit knowledge, but also to share and develop new kinds of knowledge.

This new teaching style, that implies that “the teacher wears again Socrates’ cloak” and becomes a guide favours, consequently, the appearance on the pedagogical stage of a new student who can manage his own learning process.

The old student, no longer a passive receiver of knowledge and isolated observer of the expert performance of the teacher, yields the step to the new student, who is an active constructor of his own knowledge and independent and protagonist of the concrete application of the knowledge he acquired. Therefore, teaching and learning by means of television, telecommunications networks, Internet with its Forums, chats and e-mail, transform traditional didactics into an open system that is capable of updating itself and organise an ever increasing and diversified amount of knowledge.

====3. Università Telematica Pegaso====

[[Image:Revica_Logo_Pegaso.jpg]]

The Università Telematica Pegaso, established with the Ministerial Decree of 20 April 2008 (“Gazzetta Ufficiale” n° 118 of 23-5-2006- “Supplemento Ordinario” n.125), is an open university that can meet varied educational needs in compliance with the laws in force, exploiting the modern educational systems and methodologies and meet a wide range of needs of the current society.
The study courses envisage a high degree of independence of the didactic path as it regards the physical presence and specific schedules and the continuous monitoring of the learning progress by tracing the student’s path including also several assessment and auto-assessment sessions.
The Università Telematica Pegaso makes use of computer-based and telematic system architecture that can manage and put at the user’s disposal high-quality online higher education courses that, once completed, issue academic titles that have the same legal values of those issued by traditional universities.
The strongest and most innovative aspect of the Università Telematica Pegaso is represented by the attention given to national and international level research and to the promotion of the education of younger generation in the research field.
To this end the university aims to:
* implement, after the first three years, two university interrelated degree courses;
* implement research doctorates related to theses degree courses;
* launch competitions for research allocations.

The University includes the following Faculties:
* Law Faculty
* Humanities Faculty

====4. Università telematica "Guglielmo Marconi"====

[[Image:Revica_Logo_Marconi.jpg]]

The Università Telematica "Guglielmo Marconi" was acknowledged by the MIUR (Italian Ministry of Education, University and Research) with Ministerial Decree of 1 March 2004 (“Gazzetta Ufficiale” n° 65 of the 18/03/2004).
This University, which is a public non state university, is registered in the “Anagrafe Nazionale delle Ricerche” (National Research Register) and provides a high quality education through the use of innovative communication technologies which implement a continuous learning process without any limit of space or time.
Since academic year 2008/2009 the University didactics is organized to meet the Student’s learning needs, by adapting and streamlining the training activities on the base of flexible educational paths and according to the following modalities:
A) Full distance teaching (e-learning): it envisages the delivery of the course through the different technologies available, such as the platform (web/internet), mobile learning (cell phones, palms, etc.), interactive TV (TV/Web TV) according to each student’s skills and learning style.
B) Blended didactics: it envisages the on-line full path and - compatibly with the limit of the missing students and teachers presence at the same time, and according to the student’s learning needs – it integrates the training activity with workshops, group lessons (minimum 15 students), in-depth and review sessions.

The University includes the following faculties:
* Faculty of Economics
* Faculty of Law
* Faculty of Arts
* Faculty of Training Sciences
* Faculty of Political Science
* Faculty of Applied Sciences and Technologies

====5. Università telematica “e-Campus”====

[[Image:Revica_Logo_ecampus.jpg]]

The Università Telematica e-Campus was acknowledged by the MIUR (Italian Ministry of Education, University and Research) with Ministerial Decree of the 30 January 2006. It was born with the aim of proposing to the young people accessing the university, to practitioners, entrepreneurs, managers and to any business and cultural stakeholders educational paths that meet concrete needs of acquiring skills that can be used on the labour market, that are consistent with their professional development plan and consistent with their cultural interests. Therefore their educational offer is characterised by some basic specificities that actually implemented in the didactic rules.
First of all, the e-Campus Telematic University is based on research work. It established internal and external research centres aimed at carrying out basic and applied research work with the purpose of developing the potentials of the various disciplines in terms of applicability in traditional contexts and in new contexts that are presently emerging.
The Research Centre on Learning plays a prominent role and the e-Campus University bases its entire educational offer in terms of didactics and innovative methodologies on it.
As body aimed at learning purposes, the e-Campus University focuses its research work on it. This completely reversibility of the institutional mission allows for a continuous updating of the methodologies, a systematic monitoring of the teaching and learning processes underway, a great flexibility in meeting the new educational needs.

In addition, the e-Campus University promotes research in all disciplinary fields it works in with purpose of meeting the demands of companies, of school, public administration, social operators.
In addition, the e-Campus educational offer enhances the role of research also as it regards the educational frame of reference, proposing cognitive pathways that engagé the student not so in terms of acquisition and collection of notions, but above all in tasks of action-research, that are appropriately guided, in order to develop a professional mindset point to research of solutions and that does not limit itself to the mere execution of procedures.

The e-Campus University analyses the new professional needs and designs new professional profiles on the basis of specificities that come from industrial companies, services sector, public administration, school, non-profit organisation, public and private institutions.
The University includes the following Faculties:
* Faculty of Engineering
* Faculty of Economics
* Faculty of Psychology
* Faculty of Literature
* Faculty of Law

=References=

==Bibliography==

* AA. VV. (2007). (Edited by Boonen, A. and Van Petegem, W.), E''uropean Networking and Learning for the Future.'' Antwerp-Apeldoom: Garant
* AA. VV. (2003). (Edited by Liestøl G., Morrison A., Rasmussen T.). Digital ''media revisited: theoretical and conceptual innovation in digital domain'', Cambridge: MIT Press.
* De Kerckhove, D. (2001). ''The Architecture of Intelligence''. Boston: Birkhäuser
* Garito, M.A., Anceschi G., Botta M., (2006). ''L'Ambiente dell'Apprendimento - Web Design e Processi Cognitivi''. Milano: Mc Graw-Hill.
* Garito, M.A. (2005). “''Towards the Euro-Mediterranean Distance University''”, in LlinE - Lifelong Learning in Europe - European Adult and Continuing Education Journal, vol. IX issue 1, pp. 47-49.
* Garito, M.A. (2004). “''NETTUNO-The University to Watch, Browse and Surf on''” Die Rolle des Telelearning: Europäische Erfahrungen, Materialien, Nr. 87, July, Bauhaus-Universität Weimar, pp. 141-149.
* Garito, M.A. (2004). “''La Perspective Internationale. Une collaboration Europe-Pays de la Méditerranéee'' », revue Savoirs, N. 5, novembre, Paris : L’Harmattan, pp. 97-103.
* Garito, M.A. (2004). “''Zmierzajac ku Wirtualnej Edukacji''” in e-Mentor, Internet Magazine, Warsaw: Warsaw School of Economics, N. 1 pp. 51-53.
* Garito, M.A. (2003). “''The Euromediterranean Distance University''” in Public Service Review: European Union, Newcastle-under-Lyme (UK): Public Service Communication Agency Ltd, Autumn 2003, pp. 129-132.
* Garito, M.A. (2003). “''Going the Distance with e-Learning''” in Public Service Review: European Union, Newcastle-under-Lyme (UK): Public Service Communication Agency Ltd, Spring, pp. 146-151.
* Garito, M.A. (2001). “''The University for the New Market of Knowledge''”, in World Futures, The Journal of General Evolution, edited by Ervin Laszlo, Special Issue no. 1, Volume 57, n. 4, London: Taylor & Francis, pp. 373-393.
* Garito, M.A. (2000). “''Globalizzazione e Innovazione: Le Nuove Opportunità di Istruzione e Formazione''”, in Viaggio tra i Perché della Disoccupazione in Italia, Milano: Giuffré Editore, pp. 177-196.
* Garito, M.A. (1999), “''La Universidad del Futuro. Hacia un Proceso de Ensenanza-Aprendizaje Integrato y Abierto''”, in Global Networking into the Future, Veracruz: FESI Mexico, pp. 69-77.
* Garito, M.A. (1998). “''La Télévision dans les Processus d'Enseignement et Apprentissage''”, in Images and Scientific Education in Europe-European Science and Technology Forum, Paris: CNRS.
* Garito, M.A. (1997). ''Tecnologie e Processi Cognitivi: Insegnare e Apprendere con la Multimedialità'', Milano: Angeli.
* Garito, M.A. (1997). ''The Creation of the Euro-Mediterranean Information Society: Communication, Education and Training'', Research, Firenze: Giunti.
* Garito, M.A. (1996). (a cura di) ''La Multimedialità nell’Insegnamento a Distanza'', Roma: Garamond.
* Lévy, P. (1994). ''L’intelligence collective: pour une antropologie du cyberspace'' Paris: La Découverte.
* Perriault, J. (1996). ''La Communication du savoir à distance: autoroutes de l’information et télé-savoirs'', Paris : L’Harmattan
* Rheingold, H. (2000) ''The Virtual Community. Homesteading on the electronic frontier'' Cambridge: The MIT Press.

== Web references: ==

* MIUR - Ministero dell'Università e della Ricerca - http://www.miur.it
* Ministero della Pubblica Istruzione - http://www.pubblica.istruzione.it
* CRUI / The Italian university System - http://www.crui.it/crui/ECTS/siu.htm
* Global Foundation for Management Education - http://www.gfme.org
* EDUVINET Service - Education via Networks in the European Union - http://www.eduvinet.de/
* Osservatorio Anee/Assinform 2005 - http://www2.cnipa.gov.it
* Fondazione CRUI / E-Learning and University Education - http://www.fondazionecrui.it/elue/
* [[Maria Amata Garito| Garito, M.A.]] - http://www.garito.it
* Comitato Nazionale per la Valutazione del Sistema Universitario - http://www.vsu.it/
* [[NETTUNO]] / Network per l'Università Ovunque - http://www.consorzioNETTUNO.it
* [[Università telematica internazionale UNINETTUNO| Università Telematica Internazionale UNINETTUNO]] - http://www.uniNETTUNOuniversity.net

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This page is also available in [[Italy_(Italiano)|Italian]]

Italy (Italiano)

2009-09-21T17:34:02Z

Alessandro.Caforio: /* Sitografia */

==Partner provenienti dall'Italia: ==
* [http://www.uninettunouniversity.net/ Università Telematica Internazionale UNINETTUNO]

L’Università Telematica Internazionale UNINETTUNO – U.T.I.U., riconosciuta con decreto ministeriale del 15 APRILE 2005, è partner italiano del progetto Re.Vica ed ha la sede principale a Roma (Italia).
Sono parte dell’U.T.I.U. anche i Poli Tecnologici, strutture a disposizione degli studenti dislocate sia in Italia sia all’estero, fornite di tutte le tecnologie per seguire i corsi a distanza, partecipare ad attività didattiche in videoconferenza e rappresentano un punto di incontro reale per ospitare lo svolgimento degli esami in presenza oltre a incontri e seminari con i docenti e i tutor. I Poli Tecnologici mettono a disposizione degli studenti tecnologie, materiali didattici dei corsi, l’accesso gratuito ad internet ad alta velocità; sia in Italia che all’estero sono attivi diversi Poli tecnologici collegati tra loro con antenne satellitari trasmittenti e riceventi.
I Poli Tecnologici Internazionali sono:
* Polo Tecnologico presso la Helwan University (Cairo)
* Polo Tecnologico presso il Segretariato di Stato per la Formazione Professionale del Marocco
* Polo Tecnologico dell'ITI Don Bosco del Cairo
* Technological Pole Tunis Virtual University UVT

I Poli Tecnologici Nazionali sono:
* Polo Tecnologico di Imola
* Polo Tecnologico di Palermo
* Polo Tecnologico dell’Università degli studi “Roma Tre”
* Polo Tecnologico di Sorrento
* Polo Tecnologico di Napoli
* Polo Tecnologico presso la Misericordia di Viareggio
* Polo Tecnologico presso il Politecnico di Torino

Proprio in questi mesi sono in corso di apertura nuovi Poli Tecnologici al fine di ampliare e rafforzare la rete dell’U.T.I.U..

== L'Italia in sintesi ==
L'Italia è una Repubblica Parlamentare. La forma repubblicana dello Stato fu decisa con il referendum del 2 giugno 1946, con il quale il popolo italiano abolì la monarchia a favore della repubblica. La Costituzione della Repubblica è la legge fondamentale e fondativa della Repubblica Italiana. Fu approvata dall'Assemblea Costituente il 22 dicembre 1947, promulgata dal Capo Provvisorio dello Stato Enrico De Nicola il 27 dicembre 1947, ed entrata in vigore il 1º gennaio 1948. Essa contiene i principi fondamentali della Repubblica, i diritti e i doveri dei cittadini e prescrive l'ordinamento della Repubblica anche in materia di sistema educativo nazionale.

La popolazione italiana è di 59.715.627 (fonte: Istat, 2007) ed il PIL procapite è di circa 27.000 euro l’anno. L'Italia si estende dal versante sud dell'arco alpino e si protende nel Mar Mediterraneo; il suo territorio comprende anche la Sardegna e la Sicilia, due isole di grandi dimensioni, oltre a una serie di isole minori. Il mare che si trova a est della penisola è il mar Adriatico, a sud-est si estende il mar Ionio, a ovest, lungo tutta la penisola, si trova il mar Tirreno mentre a nord-ovest della penisola si estende il mar Ligure. Sotto il profilo geografico le regioni italiane si dividono in: regioni settentrionali (Valle d' Aosta, Piemonte, Liguria, Lombardia, Veneto, Trentino Alto Adige, Friuli Venezia Giulia, Emilia Romagna), regioni centrali (Toscana, Marche, Umbria, Lazio, Abruzzo), regioni meridionali (Molise, Campania, Puglia, Basilicata, Calabria), isole (Sicilia, Sardegna).

[[Image:Italy.geohive.gif|thumb|right|300px|Source: Original png on: http://upload.wikimedia.org/wikipedia/commons/6/6e/Italy.geohive.gif|Administrative division]]

Il Presidente della Repubblica è la massima carica dello Stato e rappresenta l'unità nazionale. Viene eletto ogni sette anni dal Parlamento in seduta comune integrato dai rappresentati regionali. Non ha un ruolo di indirizzo politico, ma la Costituzione gli affida comunque funzioni di natura legislativa, esecutiva e giudiziaria. Nei periodi di stabilità politica il suo ruolo si riduce nei fatti a funzioni rappresentative e di monitoraggio. I poteri assegnategli dalla Costituzione, però, fanno sì che il ruolo del Presidente della Repubblica acquisisca d'importanza nei casi di instabilità politica o deriva istituzionale dello Stato.

Il potere legislativo statale è affidato ad un Parlamento bicamerale costituito dalla Camera dei Deputati (630 deputati) e dal Senato della Repubblica (315 senatori eletti più i senatori a vita). Le Camere sono elette a suffragio universale (attualmente la legge elettorale prevede una ripartizione dei seggi tra i candidati delle varie liste bloccate concorrenti in proporzione ai voti ottenuti, con un premio che assicuri la governabilità alla coalizione di liste più votata). In Italia vige il bicameralismo perfetto: le Camere hanno le stesse funzioni e gli stessi poteri. Una legge deve essere approvata nello stesso testo da entrambe le Camere. In caso di contrasto tra le Camere la legge non viene approvata. Di conseguenza le leggi elettorali delle due Camere sono abbastanza simili per evitare che un loro diverso orientamento politico paralizzi il Parlamento. Tale sistema è stato ideato affinché vi sia una maggiore ponderazione della classe politica nell'approvare le leggi. Le Camere durano in carica 5 anni, ma il Presidente della Repubblica può scioglierle anticipatamente.

Il potere esecutivo spetta al Governo, all'interno del quale, secondo l'art. 92, c. 1 Cost. possono distinguersi diversi organi: il Presidente del Consiglio dei Ministri, i Ministri e il Consiglio dei Ministri, che è costituito dall'unione dei precedenti organi. I Ministri sono responsabili singolarmente degli atti del loro dicastero e collegialmente degli atti del Consiglio dei Ministri. Il Presidente del Consiglio dirige la politica del governo, ma all'interno del Consiglio è primus inter paris con i suoi colleghi. Tuttavia le sue dimissioni provocano le dimissioni dell'intero governo. Il Presidente della Repubblica, a seguito di consultazioni con i maggiori leader politici, nomina il Presidente del Consiglio e, su proposta di questo, i Ministri. Successivamente alla sua entrata in carica il Governo deve presentarsi in Parlamento ed ottenere da entrambe le Camere un voto di fiducia. In qualunque momento un voto di sfiducia di una Camera costringe il Governo alle dimissioni. Poiché i Ministri non sono revocabili, talvolta per costringerli alle dimissioni si procede in una delle due Camere ad un voto di sfiducia individuale.

Il potere giudiziario (sia quello inquirente che quello giudicante) è esercitato dalla Magistratura che costituisce un ordine autonomo e indipendente da ogni altro potere. I magistrati ordinari sono titolari della funzione giurisdizionale (vedi voce giurisdizione), che amministrano in nome del popolo. Il Consiglio Superiore della Magistratura, eletto per 1/3 dal Parlamento in seduta comune e per 2/3 da tutti i magistrati e presieduto di diritto dal Presidente della Repubblica, ha compiti di autogoverno della Magistratura.

== Politica dell'Istruzione in Italia ==

Lo Stato Italiano è il principale finanziatore della scuola. Nel 2006 ha investito poco meno di 47 miliardi d'euro, pari all'82,5% della spesa pubblica in istruzione (fonte: Sistan - Sistema Statistico Nazionale - "LA SCUOLA IN CIFRE 2007” - Ministero della Pubblica Istruzione, 2008). Seguono gli Enti Locali con poco meno di 8 miliardi (13,5%) e le Regioni con circa 2,2 miliardi d'euro (3,9%). Nel 2006 l'intervento pubblico per l'istruzione scolastica è stato di oltre 57 miliardi d'euro con un incremento dell'11% in termini reali rispetto al 2005 (Tav. 1.1.1). L'incidenza complessiva sul PIL si è attestata intorno al 3,8% contro il 3,5% dell'anno precedente (+ 0,3 punti percentuali).
Il trend relativo al decennio 1997-2006 indica anch'esso una variazione complessiva di +0,2 punti percentuali della spesa in rapporto al P.I.L., benché, all'interno del periodo, alcuni anni siano stati caratterizzati da significative variazioni di segno negativo (1997, 1998, 2002, 2004). Occorre, richiamare che l'aumento registrato nell'ultimo anno contiene anche gli aumenti retributivi per il personale della scuola relativi al biennio economico 2004-05 (fonte: Sistan - Sistema Statistico Nazionale - "LA SCUOLA IN CIFRE 2007” - Ministero della Pubblica Istruzione, 2008).

== Il sistema educativo italiano ==

La riforma della scuola italiana in atto investe tutto il Sistema Educativo di Istruzione e Formazione italiano. Uno dei connotati più evidenti del sistema scolastico riformato, in sintonia con la modifica al Titolo V della parte seconda della Costituzione, è rappresentato dalla accentuazione della autonomia delle singole istituzioni scolastiche e dall’introduzione del principio di sussidiarietà e decentramento, con assegnazione alle Regioni di competenze esclusive o concorrenti in materia di istruzione e formazione.
L'obbligo formativo (fino a 18 anni) può essere assolto in percorsi (anche integrati) di istruzione e formazione nel sistema di istruzione scolastica e nel sistema della istruzione e formazione professionale.

Il sistema di istruzione scolastica si articola in un primo ciclo, composto da:
* scuola dell'infanzia, di durata triennale, non obbligatoria;
* scuola primaria, della durata di cinque anni, obbligatoria;
* scuola secondaria di primo grado, della durata di tre anni, obbligatoria;

Il ciclo si conclude con un esame finale passando il quale si può accedere al secondo ciclo di studi superiori.

Il secondo ciclo della scuola dell’obbligo è caratterizzato dal diritto-dovere all’istruzione e alla formazione professionale che si prolunga per almeno 12 anni o, comunque, sino al conseguimento di una qualifica entro il diciottesimo anno di età.
Si hanno due tipi di offerte formative: il sistema dei licei ed il sistema dell’istruzione e formazione professionale. Sono due percorsi che concorrono ad un unico profilo in uscita, ma che si differenziano per adeguarsi alle esigenze e al tipo di studio a cui il giovane vuole dedicarsi.
Il sistema dei licei previsto con la legge di riforma dell’istituzione è composto dai licei classico, scientifico, linguistico e artistico – ovvero i licei già noti – e dai nuovi licei: economico, musicale e coreutico (educazione alla danza), tecnologico e delle scienze umane.
Il sistema dell’Istruzione e Formazione Professionale è di competenza delle Regioni, sebbene i regolamenti richiesti per la determinazione degli standard minimi formativi e la spendibilità dei titoli professionali, sia nell’ambito nazionale che per il transito dai percorsi formativi a quelli scolastici, vengono stabiliti dal Governo, d’intesa con la Conferenza unificata Stato-Regioni-Città e Autonomie locali. Per questo sono molto diversificati i percorsi di formazione professionale in Italia, per lo più sono collegati alle caratteristiche vocazionali ed economiche territoriali (ad es. turismo).

In Italia, il diploma conseguito al termine del percorso di istruzione e formazione professionale, come pure il superamento del quarto anno di corso liceale, dà diritto di accedere all’Istruzione e formazione tecnica superiore, che è un percorso specialistico, parallelo a quello universitario, finalizzato alla preparazione di quadri di alta competenza tecnica e professionale. Il regolamento prevede anche modalità per facilitare i passaggi da un sistema all’altro, attraverso il riconoscimento dei crediti di istruzione o formazione.

=== Istruzione superiore ===

Il sistema per l’alta formazione universitaria in Italia può vantare un primato di ineguagliabile valore intellettuale e storico grazie al fatto che proprio nella città di Bologna fu istituita l'Alma Mater Studiorum, considerata la più antica università del mondo occidentale. Non è nota una data certa di fondazione ed il 1088 è stato scelto convenzionalmente nell'Ottocento da un comitato di storici guidato da Giosuè Carducci, importante poeta e scrittore italiano, per festeggiarne l'ottocentesimo anniversario.

Una data certa è il 1158, quando Re Federico I Hohenstaufen (detto il Barbarossa) promulgò la “Costitutio Habita”, a seguito della quale l'università diventò un luogo in cui la ricerca si sviluppava in modo indipendente da ogni altro potere. La presenza di numerosi studenti stranieri a Bologna condusse alla creazione di associazioni, chiamate appunto "universitates", costituite dagli studenti a tutela dei propri diritti.

Origini di tale levatura garantiscono al sistema universitario italiano solide basi culturali ed un eccezionale radicamento territoriale. Nella struttura sociale nazionale è profondamente sentita l’esigenza della presenza di università prestigiose e di studiosi qualificati. Sebbene la carriera universitaria rappresenti una scelta di grande impegno, sono molti giovani italiani che aspirano alla professione di ricercatore universitario e di accademico.

== Le Università in Italia ==

In Italia sono presenti sia le università degli studi statali sia le università non statali (ovvero, private), legalmente riconosciute ed autorizzate, con provvedimento avente forza di legge, a fregiarsi della denominazione di università o istituto universitario ed a rilasciare titoli accademici relativi all'ordinamento universitario, aventi valore legale identico a quelli rilasciati dalle università statali.

Le università statali in Italia sono 58:

# Università degli studi di Bari
# Università degli studi della Basilicata
# Università degli studi di Bergamo
# Alma mater studiorum - Università di Bologna
# Università degli studi di Brescia
# Università degli studi di Cagliari
# Università degli studi della Calabria
# Università degli studi di Camerino
# Università degli studi di Cassino
# Università degli studi di Catania
# Università degli studi di Catanzaro "Magna Græcia"
# Università degli studi di Chieti e Pescara
# Università degli studi di Ferrara
# Università degli studi di Firenze
# Università degli studi di Foggia
# Università degli studi di Genova
# Università degli studi dell'Insubria - Varese
# Università degli studi dell'Aquila
# Università politecnica delle Marche (ex Università degli studi di Ancona)
# Università degli studi di Macerata
# Università degli studi di Messina
# Università degli studi di Milano
# Università degli studi di Milano - Bicocca
# Università degli studi di Modena e Reggio Emilia
# Università degli studi del Molise
# Università degli studi di Napoli "Federico II"
# Università degli studi di Napoli "L'Orientale" (già Istituto universitario orientale di Napoli)
# Università degli studi di Napoli "Parthenope" (già Istituto universitario Navale)
# Seconda Università degli Studi di Napoli
# Università degli studi di Padova
# Università degli studi di Palermo
# Università degli studi di Parma
# Università degli studi di Pavia
# Università degli studi di Perugia -
# Università per stranieri di Perugia
# Università degli studi del Piemonte orientale Amedeo Avogadro
# Università di Pisa (ex Università degli studi di Pisa)
# Università degli studi di Reggio Calabria "Mediterranea"
# Università per stranieri di Reggio Calabria "Dante Alighieri"
# Università degli studi di Roma "La Sapienza"
# Università degli studi di Roma Tor Vergata
# Università degli studi Roma Tre
# Università del Salento (ex Università degli studi di Lecce)
# Università degli studi di Salerno
# Università degli studi del Sannio - Benevento
# Università degli studi di Sassari
# Università degli studi di Siena
# Università per stranieri di Siena
# Università degli studi di Teramo - Avezzano
# Università degli studi di Torino
# Università degli studi di Trento - Rovereto
# Università degli studi di Trieste
# Università degli studi della Tuscia - Viterbo
# Università degli studi di Udine
# Università degli studi di Urbino "Carlo Bo"
# Università Ca' Foscari di Venezia
# Università Iuav di Venezia (ex Iuav Università degli studi, già IUAV - Istituto universitario di architettura di Venezia)
# Università degli studi di Verona

Le università non statali in Italia sono numerose e possono essere suddivise tra università private e università a natura mista, ovvero non statali ma con natura pubblica, in quanto promosse da enti territoriali (regioni, province, comuni) o da fondazioni, consorzi o enti che sono la loro diretta emanazione.

Università non statali promosse da enti pubblici:
# Libera università degli studi non statale legalmente riconosciuta della Sicilia centrale Kore
# Libera università di Bolzano
# Università della Valle d'Aosta

Università non statali promosse da soggetti privati:
# Libera università degli studi San Pio V - Roma
# Libera università di lingue & comunicazione Iulm (già IULM - Istituto universitario di lingue moderne) - Milano, Feltre
# LUISS - Libera università internazionale degli studi sociali "Guido Carli" - Roma
# LUM - Libera università mediterranea "Jean Monnet" - Casamassima
# LUMSA - Libera università Maria SS. Assunta (già Istituto universitario Maria Ss. Assunta) - Roma, Gubbio, Mussomeli, Palermo, Taranto
# Università Carlo Cattaneo LIUC (ex Libero istituto universitario "Carlo Cattaneo" - LIUC) - Castellanza
# Università Cattolica del Sacro Cuore - Milano, Roma, Brescia, Campobasso, Piacenza, Cremona,
# Università Campus bio-medico di Roma - Roma
# Università Commerciale Luigi Bocconi - Milano
# Università degli studi Suor Orsola Benincasa (ex Istituto universitario Suor Orsola Benincasa di Napoli, già Istituto universitario di magistero pareggiato femminile "Suor Orsola Benincasa") - Napoli, Pomigliano d'Arco, Salerno
# Università di Scienze Gastronomiche Bra, Colorno
# Università Vita-Salute San Raffaele - Milano, Cesano Maderno
# Università Europea di Roma

=== Riforma dell'Istruzione Superiore ===

Nella storia recente dell’Italia il sistema universitario è stato al centro di importanti riforme iniziate già con l’avvento della Repubblica nel primo dopoguerra, quando venne riformato il rigido ordinamento imposto dal fascismo e sancito il diritto all'autonomia universitaria garantito dall'art. 33 della Costituzione (pubblicata il 27 dicembre 1947), nel quale è riconosciuto alle istituzioni di alta cultura, università e accademie, il diritto di darsi ordinamenti autonomi.
Una seconda importante fase di riforme per l’organizzazione delle università italiane si è svolta agli inizi degli anni ’60 con il progetto di riforma Maranini-Miglio, attuata nel 1969 ed il cui assetto organizzativo è rimasto per lo più invariato fino al nuovo ciclo di riforme avviatosi agli inizi degli anni ’90 e proseguito a cavallo del nuovo millennio.

La fase di rinnovamento dei primi anni ’90 rappresenta un vero e proprio spartiacque tra il sistema universitario conosciuto fino a quel momento e gli sviluppi prodotti con l’apertura ai nuovi sistemi multimediali per l’alta formazione universitaria. Con la Legge n.341 del 19 novembre 1990, è stata realizzata la "Riforma degli ordinamenti didattici universitari”, attraverso la quale sono state avviate importanti innovazioni per quanto riguarda le autonomie didattiche degli ateneo, il corpo docente e di ricerca, il tutoraggio ed i Settori scientifico-disciplinari. In particolare, ad avere un forte impatto sul sistema universitario è l''''art. 11, comma terzo della legge n. 341''', che recita:

''Nell'ambito del piano di sviluppo dell'università, tenuto anche conto delle proposte delle università, deliberate dagli organi competenti, può essere previsto il sostegno finanziario ad iniziative di istruzione universitaria a distanza attuate dalle università anche in forma consortile con il concorso di altri enti pubblici e privati, nonchè a programmi e a strutture nazionali di ricerca relativi al medesimo settore. Tali strutture possono essere costituite con decreto del Ministro dell'università e della ricerca scientifica e tecnologica di concerto con il Ministro del tesoro.''

I consorzi tra le università tradizionali e le aziende rendono possibile la costruzione di un sistema di insegnamento a distanza incardinato nelle modalità didattiche proprie delle università tradizionali, permettendo di:
* far coincidere i luoghi dove si elabora il sapere attraverso la ricerca con quelli dove lo si trasmette attraverso l'insegnamento, cioè l'Università, rispondendo con successo ai bisogni qualitativi di formazione;
* potenziare le offerte formative;
* incrementare la produttività didattica;
* apportare un supporto determinante ai corsi di diploma e di laurea di più elevata concentrazione di studenti e ai corsi di nuova istituzione;
* avvicinare di più il mondo della formazione al mondo produttivo, attivando rapporti di collaborazione tanto in fase di definizione quanto in fase di attuazione dei corsi ed intrecciando teoria e pratica. In altri termini si possono più direttamente collegare formatori e utilizzatori, per rispondere al bisogno strategicamente importante della qualificazione continua delle risorse umane.

Il Consorzio, fornendo esperienze di diverse università sul territorio nazionale permette una selezione di qualità sia del corpo docente che delle tematiche e dei contenuti della formazione, perché può operare la scelta su un numero più vasto e diversificato di quanto potrà mai essere fatto da una singola università o da consorzi locali o regionali. Inoltre i Consorzi possono nascere anche a livello europeo ed internazionale e grazie all'estensione delle reti telematiche e delle nuove tecnologie le migliori università possono offrire a tutti, in modo aperto e democratico, insegnamenti dei più grandi scienziati, intellettuali e maestri del mondo. Si costruisce in modo virtuale il modello di università che ha permesso la nascita della cultura europea: l'università medievale. Nelle università medioevali gli ordini degli studi erano comuni, gli studenti non appartenevano ad una sola università, ma potevano frequentare i corsi di tutte le università allora esistenti; per ascoltare le lezioni dei migliori maestri peregrinavano da una sede all'altra affrontando estenuanti viaggi a piedi o a cavallo per seguire un corso di diritto all'università di Bologna o un corso di teologia all'università di Parigi dove insegnava uno dei maestri più amati dagli studenti di allora, San Tommaso. Anche i maestri peregrinavano da una sede all'altra, furono infatti detti i "Chierici vaganti"; i migliori, poi, venivano contesi dalle università di allora, perchè la loro presenza portava prestigio e potere, ma soprattutto portava masse di studenti e di giovani.

Oggi lo spostamento fisico di docenti e studenti può essere sostituito virtualmente con le nuove tecnologie che consentono la mobilitazione delle idee. Lo studente può, quindi, ascoltare le lezioni dei più famosi maestri del mondo seduto in poltrona da casa sua. l'università virtuale può permettere l'interazione tra docenti e studenti delle diverse università del mondo, può globalizzare la cultura ed il sapere e può realmente dare in tempi rapidi una risposta adeguata ai bisogni reali di internazionalizzazione dei sistemi formativi universitari per preparare professioni utili ai nuovi sistemi produttivi, caratterizzati anche da fenomeni di internazionalizzazione e di integrazione dei mercati.

Verso la fine degli anni '90, un forte impulso alla trasformazione dell'università in "senso europeo" viene dato dalla riforma che introduce l'autonomia degli atenei. Si tratta della Legge n. 127 15 maggio 1997, attuata con decreto del Ministro dell'università e della ricerca scientifica e tecnologica n. 509 del 3 novembre 1999, attraverso la quale sono stati rimodellati i corsi di studio con l’introduzione della cosiddetta formula del “3+2”, basata sul modello angloamericano. L'obiettivo era di armonizzare tra loro i sistemi formativi europei attraverso trattati intergovernativi riguardanti l'equiparazione dei cicli universitari nel “3+2”, obiettivo siglato con l'accordo di Sorbona del 1998 tra Italia, Francia, Germania e Gran Bretagna, e con l’accordo di Bologna del 1999 con gli altri stati membri e paesi satelliti.

In Italia, questa importante riforma è stata implementata con l’anno accademico 2000/2001. Essa prevede una divisione dei Corsi universitari in tre cicli:

'''I. Primo Ciclo'''

E' costituito dai Corsi di Laurea (CL) e dai Corsi di Master Universitario di 1° livello (CMU1). I Corsi di Laurea hanno l'obiettivo di assicurare agli studenti sia un'adeguata padronanza di metodi e contenuti scientifici generali che l'acquisizione di specifiche conoscenze professionali.
Requisito minimo per l'accesso è il diploma di scuola secondaria superiore, o un titolo straniero comparabile; l'ammissione può essere subordinata alla verifica di ulteriori condizioni. I CL hanno durata triennale. Per conseguire la Laurea lo studente deve aver acquisito 180 crediti.
I CMU1 sono corsi di perfezionamento scientifico o di alta formazione permanente e ricorrente a cui si accede con una Laurea o un titolo straniero comparabile; l'ammissione può essere subordinata al possesso di ulteriori requisiti. La durata è minimo annuale; per il conseguimento del titolo di Master Universitario di 1° livello è necessario aver maturato almeno 60 crediti.

'''II. Secondo Ciclo'''

Gli studi di 2° ciclo comprendono 1) Corsi di Laurea Magistrale (CLM); 2) Corsi di specializzazione di 1° livello (CS1); 3) Corsi di Master Universitario di 2 ° livello (CMU2).
L'obiettivo dei CLM consiste nel fornire allo studente una formazione di livello avanzato per l'esercizio di attività di elevata qualificazione in ambiti specifici.
L'accesso ai CLM è subordinato al possesso della Laurea o di un titolo straniero comparabile; gli studi hanno durata biennale; la Laurea Specialistica è rilasciata agli studenti che abbiano maturato un totale di 300 crediti, compresi quelli conseguiti con Laurea e riconosciuti validi per la Laurea Specialistica (massimo 180). Per poter conseguire la laurea specialistica è inoltre necessaria l'elaborazione di una tesi originale.
Un numero ristretto di CLS, regolati da direttive dell'UE (CLS in Medicina e Chirurgia, Medicina Veterinaria, Odontoiatria e Protesi dentaria, Farmacia, Architettura), hanno come requisito di accesso il diploma di scuola secondaria superiore e una prova di ammissione; la durata degli studi è di 5 anni (6 per Medicina e Chirurgia).
I CS1 hanno l'obiettivo di fornire conoscenze e abilità per l'esercizio di attività professionali di alta qualificazione; possono essere istituiti solo in applicazione di specifiche leggi italiane o di direttive dell'UE. Vi si accede con la Laurea o con un titolo straniero comparabile; l'ammissione è subordinata al superamento di un concorso; per il conseguimento del DS1 è necessario aver maturato fra i 300 e i 360 crediti, compresi quelli ottenuti con la Laurea e ritenuti validi per il CS1. La durata di un CS1 è pertanto compresa fra i 2 e i 3 anni.
I CMU2 sono corsi di perfezionamento scientifico o di alta formazione permanente e ricorrente a cui si accede con una Laurea Specialistica o un titolo straniero comparabile; l'ammissione può essere subordinata al possesso di ulteriori requisiti. La durata è minimo annuale; per il conseguimento del titolo di Master Universitario di 2° livello è necessario aver maturato almeno 60 crediti.

'''III. Terzo Ciclo'''

Gli studi di 3° ciclo comprendono: 1) Corsi di Dottorato di Ricerca (CDR); 2) Corsi di Specializzazione di 2° livello (CS2); 3) Corsi di Master Universitario di 2° livello (CMU2).
Obiettivo dei CDR è l'acquisizione di una corretta metodologia della ricerca scientifica o di professionalità di elevatissimo livello; possono prevedere metodologie didattiche specifiche, quali l'utilizzo delle nuove tecnologie, periodi di studio all'estero, stages in laboratori di ricerca. Per il conseguimento del DR è necessaria l'elaborazione di una tesi originale di ricerca.
Vi si accede con una Laurea Specialistica o un titolo straniero comparabile; l'ammissione è subordinata al superamento di un concorso; la durata minima è di 3 anni; al termine viene conferito il Dottorato di Ricerca.
I CS2 hanno l'obiettivo di fornire conoscenze e abilità per l'esercizio di attività professionali di alta qualificazione; possono essere istituiti solo in applicazione di specifiche leggi italiane o di direttive dell'UE. Per accedervi si richiede una Laurea Specialistica o un titolo straniero comparabile; l'ammissione è subordinata al superamento di un concorso; la durata è di norma di 1 anno, tranne che per i CS2 di Medicina, la cui durata giunge fino ad un massimo di 5 anni.

== Il Processo di Bologna ==

Il processo di Bologna del 1999 rappresenta una fase importante del percorso di armonizzazione dei sistemi di istruzione superiore a livello europeo. Gli obiettivi della Dichiarazione di Bologna sono, in breve:
* la creazione di un'Area Europea dell'Istruzione Superiore
* la promozione nel mondo del sistema di istruzione superiore europeo
* l'armonizzazione dei sistemi universitari europei

Il Processo di Bologna è un processo di riforma a carattere europeo che si propone di realizzare entro il 2010 uno Spazio Europeo dell'Istruzione Superiore. Vi partecipano al momento 45 paesi europei, con il sostegno di alcune organizzazioni internazionali. Si tratta di un grande sforzo di convergenza dei sistemi universitari dei paesi partecipanti che sta coinvolgendo direttamente tutte le istituzioni europee e le loro componenti. L'obiettivo perseguito è che nel 2010 i sistemi di istruzione superiore dei paesi europei e le singole istituzioni siano organizzati in maniera tale da garantire:
* la trasparenza e leggibilità dei percorsi formativi e dei titoli di studio
* la possibilità concreta per studenti e laureati di proseguire agevolmente gli studi o trovare un'occupazione in un altro paese europeo
* una maggiore capacità di attrazione dell'istruzione superiore europea nei confronti di cittadini di paesi extra europei
* l'offerta di un'ampia base di conoscenze di alta qualità per assicurare lo sviluppo economico e sociale dell'Europa

Il Processo non si basa su un trattato internazionale a carattere vincolante per i governi dei vari paesi. Sebbene i ministri responsabili hanno sottoscritto documenti di vario tipo, ciascun paese - e la sua comunità accademica - aderisce liberamente e volontariamente ai principi concordati, sollecitato soltanto dal desiderio di realizzare un obiettivo comune.
Inoltre, il processo non si propone la uniformazione dei sistemi di istruzione europei, ma persegue il mantenimento della loro diversità, sia pur all'interno di una cornice comune; e si impegna a costruire ponti tra paesi e sistemi di istruzione diversi, mantenendone al contempo la specificità.
A livello nazionale il Processo vede il coinvolgimento del governo, della Conferenza dei Rettori e delle Organizzazioni studentesche. Sono state adottate le principali modalità di allineamento quali: il sistema di crediti didattici - sul modello dell'ECTS, il sistema a due cicli e l'accertamento della qualità.

== Quality assurance ==

In Italia è previsto che in ogni Università sia istituito un Sistema di Valutazione Interno per quanto riguarda il sistema di gestione amministrativa, le attività di ricerca e didattica, gli interventi a supporto del Diritto allo Studio. Le azioni di valutazione degli atenei e delle università sono realizzati dal Comitato di Valutazione dell’Università, al quale viene garantita autonomia operativa ed il diritto di accedere a tutte le informazioni necessitate.

Al fine di valutare ed assicurare un’alta qualità del sistema universitario italiano, è stato istituito ai sensi della Legge n. 370/1999, il Comitato Nazionale per la Valutazione del Sistema Universitario. Tale Comitato è un organo istituzionale del Ministero dell'Università e della Ricerca scientifica e tecnologica con il compito di: fissare i criteri generali per la valutazione delle attività delle università; predisporre una relazione annuale sulla valutazione del sistema universitario; promuovere la sperimentazione, l'applicazione e la diffusione di metodologie e pratiche di valutazione; determinare la natura delle informazioni e dei dati che i nuclei di valutazione degli atenei sono tenuti a comunicare; attuare un programma annuale di valutazioni esterne delle università o di singole strutture didattiche; effettuare valutazioni tecniche su proposte di nuove istituzioni universitarie statali e non statali in vista dell'autorizzazione al rilascio di titoli aventi valore legale; predisporre rapporti sullo stato di attuazione e sui risultati della programmazione; predisporre studi e documentazione sullo stato dell'istruzione universitaria, sull'attuazione del diritto allo studio e sugli accessi ai corsi di studio universitari; predisporre studi e documentazione per la definizione dei criteri di riparto della quota di riequilibrio del fondo per il finanziamento ordinario delle università; svolgere per il Ministro attività consultive, istruttorie, di valutazione, di definizione di standard, di parametri e di normativa tecnica, anche in relazione alle distinte attività delle università, nonché ai progetti e alle proposte presentate dalle medesime.

Il Comitato è un organo indipendente che interagisce autonomamente con le università e il Ministero. Per questo dispone di una segreteria tecnico - amministrativa, di un apposito capitolo di spesa nel bilancio del Ministero e può affidare a gruppi di esperti, enti o società specializzate lo svolgimento di ricerche e studi.

= Country's HEIs in the information society =
''(Tratto dall’articolo “L’Università per il Nuovo Mercato del Sapere”, di Maria Amata Garito, ITU TELECOM AMERICA 2000, Rio de Janeiro, 2000)''

Le nuove tecnologie della comunicazione allargano enormemente l’accesso alla conoscenza. Le reti telematiche, la televisione satellitare, Internet, la realtà virtuale modificano i processi di comunicazione del sapere e quelli della loro acquisizione. Si creano canali capillari di diffusione che offrono nuove e inedite possibilità di una piena democratizzazione dell’accesso alla formazione e all’istruzione. E non a caso per caratterizzare queste potenzialità si parla del passaggio da una società dell’informazione ad una società cognitiva. È una rivoluzione sociale e culturale quella che stiamo vivendo ed essa rimette in discussione i modelli istituzionali e tradizionali della scuola e dell’università. Infatti, i corsi di formazione che sono oggi disponibili grazie alle nuove tecnologie, permettono l’acquisizione di conoscenze e di competenze anche fuori dalle strutture educative e formative tradizionali:ognuno può apprendere attraverso le reti telematiche. Le istituzioni formative di fronte ai processi di cambiamento che caratterizzano e caratterizzeranno sempre più questa fase di trasformazione devono: innovare costantemente i contenuti delle discipline;-riorganizzare i curricula;- individuare nuove direzioni di sviluppo legate alle specificità di un mercato del lavoro flessibile ed internazionale. Concentrando l’attenzione a livello universitario ,si può affermare che emerge l’esigenza di una nuova funzione per l’istituzione universitaria, quella della formazione continua e quindi degli strumenti e dei meccanismi per espletarla.

Oggi ciò che spinge il singolo a iscriversi a corsi di formazione continua di livello superiore non è più, come accadde nel dopoguerra, il desiderio di inserirsi nel sistema produttivo al livello più elevato. Oggi, la motivazione risiede nella possibilità di acquisire in modo rapido una competenza specialistica che consenta di rimanere nel sistema che si ristruttura e trovarvi una nuova collocazione. Ciò significa che l’università deve essere in grado di trasmettere delle conoscenze “just in time”, a flusso continuo, cosa per cui non è stata concepita. A questi mutamenti sui contenuti si accompagna la necessità di rivedere modelli e metodi dell’insegnamento e dell’apprendimento per la modificazione profonda che le nuove tecnologie inducono nei nuovi modi di trasmissione delle conoscenze. In questo contesto, l’università, istituzione che ha soddisfatto per anni i bisogni di formazione avanzata, deve dunque, se vuole avere un ruolo adeguato alla sua tradizione e alla sua potenzialità nello sviluppo culturale e sociale, individuare nuove strategie che le consentano di rispondere ai nuovi bisogni e di raggiungere nuove utenze.
Se l’università non affronta questa nuova sfida rischia di fare con l’insegnamento un percorso simile a quello fatto con la ricerca. Dopo la Seconda Guerra Mondiale, infatti, la maggior parte delle università europee ha perso il ruolo principale di sede di produzione del sapere. La ricerca finalizzata e applicata si è sviluppata principalmente nelle istituzioni pubbliche di ricerca e all’interno di grandi apparati industriali dotati di importanti laboratori, spesso finanziati dai governi nazionali, dove si sono attuate ricerche orientate allo sviluppo di prodotti rispondenti alla logica del mercato. Le conseguenze negative di questo processo sono in alcuni casi evidenti.
Ritornando alla formazione, bisogna constatare che oggi ci sono molte agenzie esterne all’università che hanno attivato strutture di formazione avanzata e hanno organizzato propri sistemi di insegnamento a distanza basati sull’utilizzazione delle nuove tecnologie didattiche. L’analisi dei contenuti e dei modelli psicopedagogici di questi corsi di formazione mettono però in evidenza che in molti casi, gli interventi formativi non sono orientati a sviluppare conoscenze e competenze in modo critico e problematico.

Si profila di conseguenza all’interno della società dell’informazione, lo sviluppo di un sistema educativo e formativo allargato e aperto che presenta notevoli potenzialità, ma anche forti rischi.
Per quanto riguarda le strutture educative tradizionali , in assenza di un profondo rinnovamento vi è il rischio di una progressiva decadenza. In questo contesto, se le università vogliono mantenere un ruolo centrale nella trasmissione delle conoscenze è necessario che:

* identifichino nuove politiche di intervento per dare risposte adeguate ai bisogni di formazione attraverso una crescita della flessibilità;
* ridefiniscano le loro funzioni per inserirsi nel nuovo contesto e nel nuovo ambiente della società dell'informazione;
* modifichino il ruolo professionale dei docenti;
* si confrontino con fenomeni di iniziative parallele e separate che attualmente si sono sviluppati e che stanno sviluppandosi.

In altre parole, nelle università si dovrebbe innescare un meccanismo di trasferimento dell’innovazione analogo per impegno e spessore a quello che si adotta quando si introducono nuove tecnologie in un’azienda e che portano ad un cambiamento della struttura, del processo produttivo e delle professionalità. I modelli della produzione industriale si sono tutti evoluti in nuovi modelli flessibili, in conseguenza dell’inserimento delle nuove tecnologie. Una analoga evoluzione dovrebbe verificarsi per il sistema formativo; si dovrebbe abbandonare la suddivisione rigida nei percorsi formativi per aprire la strada ad un sistema di formazione aperto e flessibile.

È una sfida che tutte le istituzioni formative devono affrontare. L'università può rispondere a questa sfida con successo grazie alla peculiarità che le è propria: essendo allo stesso tempo la sede naturale della ricerca e dell'insegnamento può giocare un ruolo importante sia per definire, attraverso la ricerca, i nuovi mezzi ed i nuovi modi per comunicare il sapere utilizzando tutte le nuove tecnologie informatiche e telematiche, sia per attivare nuovi processi di insegnamento e apprendimento flessibili e diversificati. E ciò può farlo garantendo qualità e libertà di tutto il processo formativo, grazie alla forza dei valori della sua tradizione e alla sua autonomia.

Nel quadro che si è delineato si collocano le trasformazioni che stanno maturando e le esperienze che si stanno sviluppando per la costruzione di nuovi modelli. Ciò avviene sia all’interno di singole università, sia attraverso programmi cooperativi tra diverse università. In questo secondo caso si dispone di uno spettro di potenzialità più ampie per progettare e realizzare innovazioni, a cominciare dal fatto stesso di coinvolgere più università in un comune progetto.

== Information society strategy ==

In Italia, come anticipato nei precedenti paragrafi, a seguito dell'approvazione della legge 341/1990 sul riordino degli ordinamenti didattici universitari (autonomia universitaria), sono stati costituiti consorzi pubblico-privati per l'istruzione universitaria a distanza. A seguito di tale legge, nell’aprile del 2003 è stato emanato il decreto “Moratti Stanca” concernente "i criteri e le procedure di accreditamento dei corsi di studio a distanza delle università statali e non statali e delle istituzioni universitarie abilitate a rilasciare titoli accademici''.

Questo provvedimento, comunemente chiamato Decreto Moratti-Stanca perché è stato emanato di concerto dell’allora ministro dell'Istruzione dell'Università e della Ricerca, Letizia Moratti, con l’allora ministro per l'Innovazione e le Tecnologie, Lucio Stanca, dà concreta attuazione all’istituzione di università telematiche autorizzate a rilasciare titoli accademici.

In Italia i corsi di studio a distanza sono istituiti e attivati dalle università statali e non statali ed utilizzano le tecnologie informatiche e telematiche in conformità alle prescrizioni tecniche indicate nello stesso decreto Moratti-Stanca. Queste università devono essere organizzate “con le più moderne tecnologie informatiche e telematiche, e sono finalizzati al rilascio di titoli accademici previsti dalla normativa vigente''. I titoli accademici possono "essere rilasciati da istituzioni universitarie promosse da soggetti pubblici e privati e riconosciute secondo i criteri e le procedure previste dal decreto''. Specifiche norme sono previste per l'accreditamento dei corsi di studio. In particolare, sono previsti una Carta dei servizi che prevede la metodologia didattica e la stipula di un apposito contratto con lo studente. I corsi di studio a distanza sono caratterizzati, come recita il decreto: "dall'utilizzo della connessione in rete per la fruizione dei materiali didattici e lo sviluppo di attività formative basate sull'interattività con i docenti-tutor e con gli altri studenti, dall'impiego del personal computer, dal monitoraggio continuo del livello di apprendimento con criteri selettivi e severi previsti per assicurare la qualità dei corsi e la serietà dell'offerta didattica'' […] "L'organizzazione didattica dei corsi di studio a distanza valorizza al massimo le potenzialità dell'Information & Communication Technology (ICT), in particolare la multimedialità e l'interattività, in modo da favorire percorsi di studio personalizzati e di ottimizzare l'apprendimento''.

Dal 16 aprile 2003 anche in Italia ci si può laureare a distanza, mediante l’uso delle più avanzate teconologie multimediali ed informatiche applicate all'e-learning. Diverse sono le motivazioni che i ministri Moratti e Stanca hanno addotto a sostegno del decreto:
# l'università a distanza consente di estendere l'insegnamento universitario all'intero arco di vita (life long learning) raggiungendo anche fasce di popolazione che per diversi motivi sono impossibilitate ad accedere alla formazione universitaria, quali ad esempio gli studenti-lavoratori, gli anziani, i malati e i soggetti deboli ed emarginati.
# questo provvedimento permette di realizzare una Università italiana nel mondo in grado di valorizzare la cultura e le specificità nazionali.
# l'e-learning è strumento utile per rafforzare i legami tra l'università ed il mondo del lavoro favorendo la partecipazione di privati, utilizzando le esperienze delle scuole di management aziendale, riqualificando i lavoratori con l'utilizzo di nuovi strumenti di formazione.
# con l'innovazione tecnologica è possibile abbassare drasticamente i costi necessari per il conseguimento della laurea rendendo così l'università veramente accessibile a moltissime persone.

== Virtual initiatives in HE ==

La condizione venutasi a determinare in Italia è comprensibile se si tiene nella dovuta considerazione la storia recente delle iniziative di alta formazione a distanza e l’esperienza di rinnovamento vissuta già nei primi anni ’90 con la Legge n.341/1990. La "Riforma degli ordinamenti didattici universitari” avviatasi generò l’avvento di nuovi sistemi multimediali per l’alta formazione universitaria di cui solamente il Consorzio NETTUNO, presso il quale si sono iscritti oltre 12.000 studenti, è risultato essere in grado di tesorizzarne i dettami.
Con il Decreto Moratti-Stanca dell’aprile 2003, di cui si è riferito nel precedente paragrafo, è stato stabilito che il Ministro dell'Università può, con suo decreto, riconoscere l’istituzione di nuove università telematiche. A partire dal 2004 ne sono state riconosciute 11 in totale. Questo percorso intrapreso dal legislatore italiano è stato proficuo di iniziative, sebbene non tutte siano risultate all’altezza dell’impresa. Infatti, non tutte le università telematiche riconosciute con decreto ministeriale, sono riuscite ad attivare proposte di formazione a distanza adeguate agli standard nazionali.

Appare necessario rilevare che, tra le università telematiche ufficialmente riconosciute, poche sono quelle che operano in maniera completa e soddisfacente. Inoltre, il percorso di attivazione definitiva di tutte le università telematiche riconosciute non è ancora terminato. Infatti, è previsto per legge che tutte le università telematiche siano sottoposte ad una valutazione straordinaria da parte del Comitato Nazionale per la Valutazione del Sistema Universitario. Al termine del terzo anno accademico di attività e successivamente al quinto anno, il Comitato deve effettuare una valutazione dei risultati conseguiti dall’università telematica, anche sulla base dei rapporti annuali del Nucleo di valutazione di Ateneo. La verifica riguarda anche i requisiti di idoneità delle infrastrutture informatiche e telematiche delle università telematiche (caratteristiche reali della piattaforma informatica per l’e-learning e sua capacità di erogare effettivamente quanto previsto nella Carta dei servizi; presenza di risorse adeguate per la manutenzione e l’aggiornamento del sistema nel tempo; coerenza tra il dimensionamento delle risorse informatiche e quello dell’utenza esistente; ecc).

Le verifiche da parte del Comitato Nazionale rappresentano un momento importante che può comportare addirittura la revoca del riconoscimento con conseguente chiusura dell’università telematica. Anche per questo motivo, non è possibile stabilire con certezza quali università telematiche resteranno nel panorama italiano da qui a pochi anni.
Attualmente, le università telematiche riconosciute con Decreto Ministeriale sono:
# Università Telematica Internazionale UNINETTUNO - istituita con Decreto Ministeriale del 15 aprile 2005;
# Università telematica TEL.M.A. - istituita con Decreto Ministeriale del 7 maggio 2004;
# Università telematica e-Campus - istituita con Decreto Ministeriale del 30 gennaio 2006;
# Università telematica Pegaso – istituita con Decreto Ministeriale del 20 aprile 2006;
# Università telematica Leonardo da Vinci - istituita con Decreto Ministeriale del 16 novembre 2004;
# Università telematica Marconi - istituita con Decreto Ministeriale del 1 marzo 2004;
# Università telematica Giustino Fortunato - istituita con Decreto Ministeriale del 13 aprile 2006;
# Università telematica delle scienze umane UniSu - istituita con Decreto Ministeriale del 10 maggio 2006;
# Università telematica internazionale Unitel - istituita con Decreto Ministeriale del 8 maggio 2006;
# Università Telematica Universitas Mercatorum - istituita con Decreto Ministeriale del 17 maggio 2006;
# Università Telematica “Italian University Line” - istituita con Decreto Ministeriale del 2 dicembre 2005.

===Principali iniziative di e-learning in Italia===

In Italia sussiste una condizione atipica rispetto a qualsiasi altro paese, tale per cui è venuta a configurarsi una sostanziale preminenza scientifica e di contenuti didattici del Sistema NETTUNO rispetto alle altre università telematiche di recente creazione. Ne consegue che in Italia le principali iniziative di e-learning realmente operanti con alti standard di formazione a distanza, sono sostanzialmente due: il Consorzio NETTUNO e l’Università Telematica Internazionale UNINETTUNO – U.T.I.U..
Il Consorzio NETTUNO è stato creato nel 1992 in attuazione dell’articolo 11 della Legge n.341 del 19 novembre 1990, la "Riforma degli ordinamenti didattici universitari”. Nascendo in forma di associazione senza fini di lucro, promossa dal Ministero dell'Istruzione, dell'Università e della Ricerca, il Consorzio NETTUNO ha unito Università ed aziende per la realizzazione di Corsi Universitari a Distanza.
Da quel momento in poi, il sistema dell’università italiana non sarebbe stato più la stesso. Con il modello NETTUNO i luoghi dell'insegnamento non sono più solo le aule universitarie ma anche spazi diversi reali e virtuali: case private, posti di lavoro, centri di studio; chiunque senza limiti di spazio di tempo, in modo realmente democratico può frequentare l'università.
La risposta da parte degli studenti è stata immediata e superiore alle attese, così come l’adesione da parte dei più prestigiosi docenti universitari italiani e stranieri che hanno prestato la propria opera registrando videolezioni di grande valore accademico e didattico.
Il successo del Consorzio NETTUNO è stato ed è nella qualità dell’alta formazione universitaria offerta e, soprattutto, nel Modello Psicopedagogico e Didattico impiegato per la produzione di tutte le videolezioni. Tale Modello, originato attraverso le ricerche della Prof. Maria Amata Garito, professore ordinario di Tecnologie dell’istruzione e dell’apprendimento nella Facoltà di Psicologia dell’Università “La Sapienza” di Roma.
Dall’esperienza del Consorzio NETTUNO è nata l’Università Telematica Internazionale UNINETTUNO - UTIU, con decreto ministeriale del 15 APRILE 2005, logico e naturale proseguimento dell’uso delle information tecnologies nel campo della formazione a distanza. Come appare chiaro, l’UTIU beneficia del know-how acquisito in oltre 15 anni di pratica nell’ambito del Consorzio NETTUNO.
Fermo restando tale condizione, di seguito sono presentate quelle che possono essere considerate le principali iniziative italiane di e-learning:
# Consorzio NETTUNO
# Università Telematica Internazionale UNINETTUNO
# Università Pegaso
# Università Marconi
# Università e-Campus

====1. Consorzio NETTUNO ====

[[Image:Revica_Logo_NETTUNO.jpg]]

Il Consorzio NETTUNO nasce nel 1992 costituito da 3 università e 5 aziende, in ottemperanza alla legge sugli ordinamenti didattici universitari del 19 novembre 1990 n. 341, grazie alla quale l'università a distanza in Italia può contare su un quadro di riferimento istituzionale. La legge offre la possibilità alle università di sviluppare un nuovo modello formativo caratterizzato sia dall'istituzione del diploma di primo livello universitario, che dall'arricchimento delle modalità dei processi formativi. Infatti, l'articolo 11 comma 3 prevede l'insegnamento a distanza tra le modalità didattiche proprie delle università.

Il modello proposto dalla legislazione italiana è basato sull'idea che l'insegnamento a distanza debba incardinarsi nelle funzioni proprie di ciascuna università, con l'obiettivo di potenziarne l'offerta di istruzione superiore in un quadro ispirato dall'autonomia e aperto alla flessibilità delle iniziative. La scelta è motivata dalla convinzione che l'università, istituzione fondamentale per la formazione avanzata, possa essere messa in grado di giocare ancora un ruolo determinante anche rispetto ai nuovi bisogni formativi ed al nuovo ambiente in cui essi sono chiamati a svilupparsi.

Il Consorzio NETTUNO, come modello organizzativo e strutturale, ha adottato l'istituzione di un consorzio tra università tradizionali ed aziende e, come sistema di insegnamento-apprendimento, si è basato sull'utilizzazione massiccia delle tecnologie della comunicazione già mature e disponibili sul mercato a costi bassi.

Il Consorzio è nato nel 1992 ed era costituito da 3 università e 5 aziende. In solo tre anni si è passati da 3 a 24 università: Politecnico di Bari, il Politecnico di Milano, il Politecnico di Torino e le Università di l'Aquila, Bologna, Camerino, Cassino, Firenze, Genova, Lecce, Milano, Modena, Napoli "Federico II", la Seconda Università di Napoli, Padova, Parma, Pisa, Roma Tor Vergata, Salerno, Siena, Torino, Trento, Trieste, Viterbo "La Tuscia" e come aziende: la Telecom Italia, l'IRI, la RAI, la CONFINDUSTRIA e ben 11 Poli Tecnologici.

Gli obiettivi generali del Consorzio sono:
* creare uno spazio per l'istruzione e la formazione con caratteristiche di alta qualità e di grande capacità di innovazione, nei contenuti e nei metodi;
* offrire un servizio formativo che rimuova all'utenza i vincoli di tempo e di luogo e favorisca l'accesso e la partecipazione sia individuale che di gruppo;
* utilizzare le superautostrade di telecomunicazione, costruite attraverso i satelliti, le TV via cavo, le reti informatiche e telematiche e prodotti multimediali e ipermediali, per attivare nuovi legami tra università e industria e nuovi processi di insegnamento apprendimento o nuovi sistemi di valutazione.
* adoperare le tecnologie come strumenti per stimolare la creazione di nuovi prodotti di formazione, nuovi modelli istituzionali di insegnamento a distanza e nuovi modelli di comunicazione e di interazione tra soggetti di culture diverse;
* attivare programmi di ricerca che consentano di individuare metodologie appropriate anche al fine di utilizzare nel modo più soddisfacente le risorse offerte da una tecnologia in rapida evoluzione.

In particolare il Consorzio NETTUNO si pone l'obiettivo di realizzare un modello di insegnamento a distanza che invalidi i concetti di produzione di massa e di industrializzazione del processo formativo e valorizzi il concetto di offrire pari opportunità di formazione a tutte le diverse tipologie di studenti. L'intervento formativo è caratterizzato dalla qualità dell'insegnamento attuato dai migliori docenti universitari, completamente responsabili del processo insegnamento-apprendimento a distanza dato che l'insegnamento a distanza è di fatto incardinato fra le funzioni istituzionali delle università tradizionali. Gli studenti a distanza si iscrivono allo stesso corso, seguono, in linea generale, lo stesso programma, sono assistiti dagli stessi insegnanti, sostengono gli stessi esami e ottengono lo stesso titolo degli studenti faccia a faccia. È lo stesso corpo docente che divide normalmente il suo tempo tra studenti interni ed esterni. Per gli studenti a distanza i docenti universitari adempiono a tutte le funzioni previste per gli studenti regolari più altre ancora specifiche della funzione di insegnante a distanza. È compito del docente a distanza la progettazione e preparazione delle lezioni da svolgere in video e la preparazione di materiali di supporto alle lezioni video, come testi e software, risposte ai quesiti posti dagli studenti a distanza, esercitazioni svolte sia faccia a faccia sia in via telematica usando le reti ISDN e collegamento con INTERNET, valutazioni ed esami finali. Tutte queste attività vengono coordinate fra docenti non di una sola università, ma di tutte le università consorziate. Questo è sicuramente l'elemento più innovativo, in quanto consente di coinvolgere i docenti maggiormente disposti all'innovazione e i docenti migliori, in un progetto didattico collegiale. Dal punto di vista organizzativo e strutturale, il progetto su cui si basa il Consorzio NETTUNO è articolato in strutture, che anno per anno stanno evolvendo il loro modello e la loro organizzazione. Queste strutture sono: il Centro Nazionale, i Poli Tecnologici, le Stazioni di Lavoro "a Domicilio", i Centri Tecnologici Universitari e le Università Erogatrici.

Oltre che agli studenti singoli, i corsi a distanza sono diretti al personale delle imprese, in particolare, da quelle operanti nei campi delle telecomunicazioni, dell'informatica, dell'elettronica di consumo, che siano geograficamente vicine alle sedi delle università consorziate. Le aziende hanno così la possibilità non solo di far fronte alle esigenze formative e/o di aggiornamento del personale, ma anche di offrire ai propri dipendenti l'opportunità di proseguire gli studi universitari per conseguire un titolo accademico che potrà essere utilizzato anche ai fini dell'avanzamento di carriera.
Le aziende possono allestire, nella propria sede o in zone vicine, uno spazio attrezzato per la ricezione, la videoregistrazione, l'archiviazione e la consultazione dei corsi teledistribuiti, dotandole, inoltre, di postazioni informatico/telematiche per comunicare con le università ed i Poli Tecnologici. Attualmente sono già attivati tre Poli Tecnologici all'interno delle seguenti aziende: ALENIA di Napoli, ILVA di Taranto, IVECO di Torino.

===== Risultati qualitativi raggiunti =====

La storia del Consorzio NETTUNO è coronata di successi riscontrabili innanzi tutto attraverso i numeri che dal 1993 ad oggi, dimostrano come il Consorzio sia cresciuto nell’interesse delle persone, aumentando gli iscritti, nell’interesse dello sviluppo dei territori, aprendo nuovi Poli Tecnologici, nell’interesse della formazione a distanza, aumentando il numero di lezioni video registrate e le tecnologie usate per la divulgazione.
Gli obiettivi significativi raggiunti sul piano qualitativo si possono così sintetizzare:
* Valorizzazione del patrimonio culturale e scientifico presente nelle Università Italiane;
* Qualificazione della didattica determinata dalla sperimentazione di nuovi linguaggi e di nuove tecnologie, con la conseguente positiva ricaduta anche nelle attività didattiche tradizionali svolta dai docenti nelle loro sedi accademiche;
* Selezione dei docenti per cooptazione, basata su meriti scientifici e accademici;
* Innovazione prodotta all’interno delle Università tradizionali da strutture come i Poli Tecnologici e da metodologie e tecnologie didattiche messe a disposizione dei docenti e degli studenti. Inoltre l’attività didattica svolta nei Poli Tecnologici all’interno delle Università tradizionali consente il pieno rispetto dell’autonomia degli Atenei, che pur accettando l’erogazione dei corsi a distanza di livello nazionale, hanno la possibilità di personalizzare anche l’offerta formativa a distanza grazie al fatto che i Tutori, scelti tra il proprio personale docente, e i Docenti esaminatori possono personalizzarne i percorsi secondo gli indirizzi delle proprie Facoltà.
Inoltre la Struttura organizzativa del NETTUNO ha permesso di:
* mettere a disposizione delle Università consorziate servizi, come quelli offerti dal sito Internet e dal canale televisivo satellitari RAI NETTUNO SAT 2, che consente alle Università consorziate di sostenere l’offerta formativa, mettendo a disposizione degli studenti percorsi didattici da svolgere sia con modalità faccia a faccia che a distanza e di accrescere la loro immagine internazionale grazie al fatto che le reti televisive del NETTUNO hanno una copertura geografica che copre tutta l’Europa e tutti i Paesi del Mediterraneo.
* assicurare un elevato livello qualitativo, sia del corpo docente che delle tematiche e dei contenuti della formazione, potendo disporre delle differenti esperienze delle diverse Università consorziate;
* fornire alle Università sia interi corsi a distanza, che singoli moduli didattici, utilizzabili con uno sforzo organizzativo, economico e soprattutto con un iter burocratico minimo rispetto all’attivazione di un corso di tipo tradizionale.
Nella tavola che segue, sono riportati in termini comparativi i principali risultati raggiunti dal Consorzio NETTUNO tra il 1993 e l’anno 2007:

<table border="1" cellspacing="0" cellpadding="0">
<tr>
<td width="205" valign="top" bgcolor="#3300FF"></td>
<td width="234" valign="top" bgcolor="#3300FF">1993</td>
<td width="189" valign="top" bgcolor="#3300FF">2007</td>
</tr>
<tr>
<td width="205">Università Consorziate</td>
<td width="234">3 Università di Napoli “Federico II” Politecnico di Milano, Politecnico di Torino</td>
<td width="189">43 tra Atenei italiani, 
Università ed Organismi internazionali </td>
</tr>
<tr>
<td width="205">Università erogatrici</td>
<td width="234">2</td>
<td width="189">18</td>
</tr>
<tr>
<td width="205">Corsi a distanza</td>
<td width="234">1 Diploma Universitario 
Ingegneria Informatica e Automatica</td>
<td width="189">27 
Corsi di Laurea</td>
</tr>
<tr>
<td width="205">Poli TecnologiciUniversitari e Centri d’Ascolto </td>
<td width="234">2 Poli Tecnologici</td>
<td width="189">32 Poli 
8 Centri d’Ascolto</td>
</tr>
<tr>
<td width="205">Studenti Iscritti</td>
<td width="234">80</td>
<td width="189">9900</td>
</tr>
<tr>
<td width="205">Studenti Laureati 
all’AA 2005-2007</td>
<td width="234">//</td>
<td width="189"><a name="_Toc192393795" id="_Toc192393795">Oltre 8000</a> </td>
</tr>
<tr>
<td width="205">Moduli didattici </td>
<td width="234">10</td>
<td width="189">658</td>
</tr>
<tr>
<td width="205">Docenti video, tutor 
e docenti esaminatori</td>
<td width="234">20</td>
<td width="189">7.000</td>
</tr>
<tr>
<td width="205">Ore di videolezione prodotte </td>
<td width="234">400</td>
<td width="189">25.455 + 29.120 ore di esercitazioni in Internet</td>
</tr>
<tr>
<td width="205">Contati attraverso il Portale Internet</td>
<td width="234">//</td>
<td width="189">Circa 465.000 
al mese</td>
</tr>
<tr>
<td width="205">Tecnologie usate</td>
<td width="234">RAIUNO 
Satellite Olympus</td>
<td width="189">Internet Internet via Satellite RAI NETTUNOSAT 1 RAI NETTUNOSAT 2 RAIDUE</td>
</tr>
<tr>
<td width="205" rowspan="2">Video-lezioni trasmesse </td>
<td width="234">2 ore ogni notte</td>
<td width="189">24 ore 
durante tutto l’anno su RAI NETTUNOSAT DUE</td>
</tr>
<tr>
<td width="234">//</td>
<td width="189">187 
Corsi video fruibili on line</td>
</tr>
<tr>
<td width="205">Video-lezioni diffuse</td>
<td width="234">Vhs</td>
<td width="189">Dvix e DVD</td>
</tr>
<tr>
<td width="205">Personale impiegato 
nei Poli </td>
<td width="234">5</td>
<td width="189">85</td>
</tr>
<tr>
<td width="205">Personale impiegato 
nella Struttura Centrale</td>
<td width="234">4</td>
<td width="189">44 dipendenti 
44 collaboratori</td>
</tr>
</table>

'''(Fonte: Rapporto sulle attività 2007 del Consorzio NETTUNO – 2008)'''

=====Modello Didattico=====
L'attività didattica che si realizza con i corsi a distanza permette agli studenti di poter usufruire sia di servizi e di tecnologie che permettono di realizzare il modello sincronico: trasmissione in diretta di lezioni televisive, interarattività tra studenti e studenti, docenti e docenti, studenti e docenti tramite rete ISDN, INTERNET e computer, sia di materiali, prodotti e strumenti (testi, videocassette, ipertesti, prodotti multimediali) che permettono di realizzare il modello diacronico. In questo ultimo caso il modello didattico è caratterizzato da un alto livello di flessibilità dell'offerta formativa che permette a chi apprende, cioé allo studente, autonomia didattica, autonomia cognitiva e indipendenza spazio/ tempo. L'attività didattica del Consorzio NETTUNO è coordinata dal Centro Nazionale, tramite Commissioni Didattiche per diploma, composte da un minimo di 3 professori afferenti alle università consorziate e alle aree tematiche caratterizzanti il Diploma. Attualmente si sono costituite 7 commissioni, una per ogni diploma più una commissione generale di coordinamento per le singole aree tematiche.
Il modello didattico, quindi, è il frutto della collaborazione tra diverse realtà universitarie ed in alcuni casi è frutto di discussione anche con il mondo imprenditoriale.

Le Commissioni didattiche definiscono:
* il piano degli studi;
* l'ordinamento didattico generale;
* le modalità di erogazione dei corsi e degli altri servizi didattici;
* le modalità di svolgimento delle esercitazioni pratiche e degli esami e scelgono i professori titolari dei corsi video.

I professori, scelti come titolari, videoregistrano tutte le lezioni del corso presso i Centri Tecnologici Universitari allestiti nelle varie sedi.
Le videolezioni costituiscono uno degli elementi caratterizzanti del processo dell'insegnamento e apprendimento a distanza: "il corso pre-prodotto".
Ciascun modulo didattico è composto da 40 ore di videolezioni, trasmesse tutte le notti dalle reti televisive nazionali di RAI 1 e RAI 2 dalle 2 alle 6,30 del mattino, e da 15 ore di esercitazioni e tutorato.

Il tutor, oltre ad offrire attività di esercitazioni di supporto alla didattica, attiva rapporti interattivi tra studenti e docenti e rapporti individualizzati, basati su incontri personali, all'interno di strutture universitarie tradizionali (Poli Tecnologici), e per iscritto tramite posta elettronica, per fax, per telefono, per computerconference e videoconference.

Il modello di insegnamento a distanza proposto dal Consozio NETTUNO, considera il sistema a distanza come comprensivo di attività in cui lo studente studia da solo ed attività che lo portano in contatto con altre persone. Un modello misto, quindi, che modula esperienze offerte da un insegnamento svolto con le nuove tecnologie ed un auto-apprendimento arricchito dall'uso delle nuove tecnologie, con momenti in cui l'insegnamento-apprendimento avviene in modo ancora tradizionale, secondo il rapporto di interazione e comunicazione bidirezionale, faccia a faccia. Con questo modello si riesce a raggiungere la difficile sintesi tra interazione ed indipendenza.

===== La Televisone nell'Insegnamento a Distanza =====

La televisione viene utilizzata nella sua funzione primaria di ripresa diretta della realtà, in questo caso della lezione universitaria, dove il professore si rivolge ad un pubblico di studenti e ad una classe virtuale, cercando di stimolarli e farli sentire parte attiva del processo di insegnamento-apprendimento, anche se la comunicazione è essenzialmente unidirezionale. La videolezione si presenta come una conversazione didattica guidata, in cui il docente si rivolge allo studente virtuale invitandolo a riflettere e coinvolgendolo anche emotivamente, chiede di prendere appunti, propone delle prove di esercizi e stimola all'autovalutazione ponendo domande inerenti agli argomenti trattati. Gli studenti hanno la possibilità di inviare gli esercizi svolti al docente per fax o posta elettronica è di avere una valutazione sui risultati. In questo modo il docente ha anche la possibilità di verificare il livello di comprensione che è riuscito ad ottenere con il suo metodo di insegnamento.

Le videolezioni sono lezioni universitarie dove il docente, oltre a trasmettere conoscenze su un dato argomento, indirizza lo studente ad un metodo di studio e di apprendimento e ad una lettura critica dei testi di esame, per questo è essenzialmente legata ad un metodologia didattica tradizionale anche se tiene conto che si utilizza come canale di comunicazione la televisione.

Per quanto riguarda le modalità di apprendimento è interessante notare come la stessa lezione universitaria, registrata e offerta allo studente secondo criteri generalmente tradizionali, subisce una grossa variazione nella fruizione grazie all'uso di una tecnologia particolarmente diffusa e matura: il videoregistratore. Attraverso il videoregistratore ed il lettore Dvd, è possibile per lo studente scegliere le modalità e i tempi del proprio apprendimento. Una lezione videoregistrata permette di poter ritornare su zone oscure del discorso, rivedendo lo stesso passaggio e usufruire di una stessa spiegazione quante volte si desidera.
Il videoregistratore ed il lettore Dvd permette di attuare una forma intermedia di interazione: l'aspetto prettamente unidirezionale della comunicazione tra il professore in video e lo studente a casa è mediato, infatti, dalla possibilità per lo studente di interrompere la lezione, di ritornare sui passaggi meno comprensibili, di prendere appunti fermando l'immagine, di costruirsi un proprio percorso attraverso la lettura di una o più lezioni secondo i punti che maggiormente lo interessano. Le possibilità di fruizione di una lezione videoregistrata sono quindi sostanzialmente differenti da quelle di uno studente tradizionale che può seguire le lezioni solo in tempo reale.

La televisione viene utilizzata anche come bacheca elettronica: ogni utente può consultare le pagine di Televideo per conoscere la messa in onda delle lezioni, i testi e i software didattici consigliati per ogni materia, gli orari di ricevimento dei professori e dei tutori, gli orari delle esercitazioni, il calendario di esami, i programmi di studio e tutte quelle notizie inerenti alle attività del Consorzio.

=====Esercitazioni e Tutorato=====

Le esercitazioni ed i tutorati vengono svolti presso i Poli Tecnologici. Il Centro Nazionale raccoglie dai docenti che hanno realizzato le videolezione i materiali di supporto alle lezioni video come quelli a stampa (dispense, testi di esercitazione, software, video esercitazioni) e provvede a fare le copie necessarie e a distribuirle tempestivamente ai Poli Tecnologici dislocati in diverse università: per metterle a disposizione dei tutori che sono ricercatori o professori delle Università tradizionali e dei professori esaminatori. I Poli Tecnologici ogni giorno inviano al Consorzio NETTUNO tutti i dati informativi riguardanti le attività, gli orari e i posti dove vengono svolte le esercitazioni nelle differenti sedi, la disponibilità di assistenza telefonica dei singoli tutor, i numeri di posta elettronica, il calendario degli esami. Il Consorzio NETTUNO raccoglie tutte le informazioni e dopo aver elaborato i dati li inserisce su Televideo e su INTERNET per consentirne la diffusione.

Attualmente le attività di esercitazione e di tutorato nei Poli Tecnologici delle diverse università sono svolte da 242 tutors e 203 professori che svolgono gli esami, oltre ai 130 docenti video.
Il rapporto tra tutors e studenti rimane una componente fondamentale del sistema di istruzione a distanza.
Il tutor deve:
* supportare la motivazione dello studente, consigliarlo ed incoraggiarlo;
* supportare e facilitare l'apprendimento dello studente da solo o con altri gruppi di studenti;
* verificare le conoscenze e le capacità acquisite attraverso la correzione dei compiti che deve essere svolta dai tutors, commentando gli errori con gli studenti, esprimendo suggerimenti e dando ulteriori spiegazioni;
* valutarne i progressi per fornire loro uno strumento mediante il quale possono giudicare la loro situazione e le loro necessità.

Le valutazioni dei risultati degli apprendimenti, anche attraverso contatti personali, costituiscono elementi che possono essere usati più o meno sistematicamente per modificare i corsi sulla base delle necessità e dei desideri degli studenti. Anche se molti sono convinti che il tutor deve essere identificato solo con colui che svolge le esercitazioni pratiche, che spesso raddoppiano il corso video, il modello di tutorato del Consorzio NETTUNO è caratterizzato da un sistema che vede il tutore come colui che svolge attività di esercitazione pratica per la maggior parte del tempo nelle aule universitarie tradizionali. Questa scelta didattica non è basata esclusivamente su decisioni razionali, ma è dovuta anche al potere della tradizione e ai pregiudizi negativi riguardanti l'applicabilità di forme di insegnamento-apprendimento non contigue.

Nessuno studio dimostra che gli studenti che apprendono a distanza lavorano meno bene degli studenti che apprendono in gruppo in una classe. Alcuni studi dimostrano che lavorano altrettanto bene, altri mostrano che lavorano addirittura meglio (Childs, 1965:81).
Molti studenti non possono o non vogliono usare il proprio tempo per sessioni faccia a faccia: preferiscono telefonare (o scrivere) al tutor piuttosto che spostarsi; preferiscono lavorare secondo i propri tempi di apprendimento, autonomamente. Dato che la maggior parte dell'utenza è composta da studenti lavoratori e da studenti che non possono frequentare l'università, l'efficacia dei corsi a distanza viene valutata anche secondo i livelli di flessibilità raggiunti dall'offerta formativa.
La consultazione personale, sulla linea del tutoraggio realizzato a Oxbridge (periodi di interscambio stimolante tra tutor e studente) e le discussioni di gruppo, organizzate e formate spontaneamente possibilmente prima delle sessioni di esame, vengono preferite dagli studenti alle esercitazioni faccia a faccia.

Come si evince dal Questionario qualità 1995, gli studenti del Consorzio NETTUNO, hanno proposto diverse soluzioni per migliorare le esercitazioni ed i servizi di tutorato, tra le quali: inviare a domicilio il materiale di esercitazioni; esercitazioni più inerenti agli argomenti di esami; possibilità di attivare corsi residenziali concentrati in particolari periodi dell'anno per chi non può frequentare i Poli Tecnologici; per tutti i corsi, inoltre, si gradirebbero enormemente esercitazioni video-registrate, in media il 75% degli studenti ha espresso questo desiderio.

Quest'ultimo dato è particolarmente interessante in quanto conferma che la fruizione dei contenuti didattici via video è una modalità di apprendimento efficace e permette di affermare che è opportuno mantenere le modalità di insegnamento ed apprendimento a distanza non solo per il momento della fruizione delle lezioni più teoriche, ma anche per momenti di studio più rivolta ad affrontare argomenti pratici. Per rispondere alle esigenze espresse direttamente dagli studenti a distanza, alcuni docenti del Consorzio NETTUNO, hanno già realizzato dalle 10 alle 12 ore di videoesercitazioni per corso disponibili in videocassetta. La realizzazione delle videoesercitazioni è attuata dallo stesso docente che ha svolto le videolezioni del corso, il quale presenta esercizi concreti e spiega le soluzioni, fornisce indicazioni su ulteriori soluzioni di problemi e indica agli studenti virtuali gli esercizi da svolgere autonomamente; inoltre alcune videoesercitazioni, sono dedicate a presentare simulazioni di prove di esame. Oltre a questo tipo di materiale, che consente di far avere anche le esercitazioni a casa degli studenti, si stanno già sperimentando tecnologie che permettono di attivare rapporti di comunicazione bidirezionale ed interattiva. In particolare: la videoconferenza, sistemi telematici come la rete "ISDN", audioconferenze, computerconferenze ed INTERNET.

Il sistema di sperimentazione della videocomputer-conferenza per il tutoraggio remoto, che si è sperimentato nella didattica del Consorzio NETTUNO tra il Polo Tecnologico del Politecnico di Torino ed il Polo Tecnologico di Alessandria, ha permesso la sperimentazione di un servizio di tutoraggio remoto, in particolare si è attivato un collegamento multimediale point-to-point mediante due stazioni di videoconferenza H320.
I servizi che vengono forniti sono:
* servizi di videotelefonia per la trasmissione di voci e di immagini di tutor e studenti;
* servizi di window-sharing per la visualizzazione e la condivisione dei documenti in forma elettronica;
* servizi di white board per l'interazione tutor - studenti su documenti acquisiti tramite scanner;
* servizi di file-transfer per lo scambio di documenti.

Per quanto riguarda l'utilizzo di sistemi come la Rete ISDN e INTERNET si sta sperimentando con la rete ISDN la teleconferenza audio/video. La teleconferenza si realizza presso tre sedi: il Centro Nazionale, il Polo Tecnologico presso il Politecnico di Torino ed il Polo Tecnologico presso l'Università di Napoli "Federico II". Gli obiettivi sono quelli di:
* incrementare le interazioni tra docenti, offrendo occasioni di incontro tra i docenti titolari dei corsi, dislocati sul territorio nazionale per garantire il coordinamento operativo del Diploma:
* favorire una maggiore interazione tra docenti e tutor, in modo da garantire l'omogeneità didattica e stabilire momenti di verifica tra il docente titolare del corso ed i tutors che offrono il supporto agli studenti presso i Poli Tecnologici;
* incrementare l'interazione tra docenti/tutor e studenti. Questo obiettivo, in maniera particolare, prevede lo svolgimento delle esercitazioni da parte di un tutor/esercitatore per gli studenti nelle sedi remote e l'offerta di un servizio di tutorato con videoconferenza durante la quale il tutor è a disposizione (secondo un calendario predeterminato).

È inoltre previsto uno svolgimento delle prove di esame per permettere agli studenti remoti di conoscerne le modalità. L'interattività tra docenti e studenti che si realizza con questi sistemi è naturalmente un'interattività che può funzionare solo tra piccoli gruppi. Spesso infatti la parola interattività, nei sistemi di insegnamento a distanza è utilizzata superficialmente, perchè, a mio parere, l'interattività tra docenti e studenti in un processo di insegnamento a distanza, rivolto a masse di utenza, è difficile da ottenere, così come è difficile da ottenere nelle sovraffollate aule universitarie tradizionali, dove si svolge l'insegnamento faccia a faccia. La realtà è ben diversa, se l'insegnamento a distanza è rivolto a un numero limitato di studenti, quindi a piccoli gruppi, per svolgere attività di esercitazioni pratiche guidate o nei corsi base di dottorato e di specializzazione.

Per quanto riguarda INTERNET si è creato unWebInternet (http://www. agora. stm. it/NETTUNO) che ha l'obiettivo di:
* creare una base dati per la documentazione, la realizzazione di una infrastruttura di comunicazione fra gli studenti, gli operatori e la comunità degli utenti di INTERNET;
* avviare un dialogo, con coloro che lavorano ai problemi di education e di tutoring, per mantenere le soluzioni adottate al massimo livello di aggiornamento e di confronto e per essere in grado di costruire un repertorio bibliografico sopranazionale sia giacente presso il web del NETTUNO, che virtuale, ovvero come insieme di referenze, links etc. relativi a utenti e siti INTERNET che si occupano di problematiche analoghe.
Tale naturale apertura alla comunicazione permette il confronto fra tutte le categorie di utenti/gestori, ed inoltre rappresenta la base per un'auto-implementazione (una sorta di sistema esperto su rete), soprattutto per quanto riguarda la documentazione e la sperimentazione di un'assistenza tutoriale interattiva.

=====Mixed Didactic Model=====

L'attivazione del modello organizzativo e strutturale precedentemente esposto ha consentito la realizzazione di un nuovo modello pedagogico che risponde in primo luogo all'esigenza di flessibilità e che consente di evitare l'isolamento dello studente. Si tratta di un modello misto che potenzia il sistema tradizionale utilizzando un tipo di insegnamento svincolato dai limiti spazio-temporali, ma che conserva una fase di interazione diretta. Il modello di insegnamento a distanza proposto dal NETTUNO considera il sistema a distanza come comprensivo di attività in cui lo studente studia da solo ed interagisce con le nuove tecnologie ed attività che lo portano ad interagire con altre persone, sia faccia a faccia che a distanza. Con questo modello si riesce a raggiungere "la difficile sintesi tra interazione ed indipendenza" (Garito, 1996). Le due modalità ora descritte sono:

'''Modalità tradizionale'''
* interazione diretta con il docente e con il tutor;
* momenti di attività pratiche e seminariali da svolgersi in presenza del tutor o del docente.
* incontri presso i poli Tecnologici tra tutors e gruppi di studenti.

'''Modalità a distanza'''
* lezioni magistrali (40 ore accademiche trasmesse tramite televisione)
* esercitazioni (esercitazioni su Internet, software multimediali, videoconferenza e computer conferenza)
* tutoraggio a distanza (tramite telefono, video e audio e computer conferenza, fax, e-mail, Forum e chat)

[[Image:Revica_mixed_model.jpg]]

Le tecnologie di cui si avvale il network per l’università Ovunque NETTUNO fondamentalmente sono la televisione via satellite e Internet.
Televisione via Satellite. Tutti i corsi magistrali vengono trasmessi da raidue e 24 ore su 24 sul canale RAINETTUNO-SAT, diffuso dalla RAI per mezzo del satellite EUTELSAT HOT BIRD 2. I corsi prodotti dal Network per l’Università Ovunque NETTUNO sono 240 per un totale di 1200 ore di videolezioni universitarie. Oltre alle videolezioni i materiali didattici dei corsi a distanza sono: libri, testi di esercizi, software e prodotti multimediali, siti didattici su INTERNET collegati alle videolezioni.

===== Modalità didattiche tradizionali =====

Nel progettare le diverse attività, di insegnamento e apprendimento a distanza si è tenuto conto del fatto che l’insegnamento a distanza, attraverso i media, anche se consente l’attuazione di processi interattivi tuttavia non risolve i problemi di molti studenti/utenti che spesso trovano difficoltà a relazionarsi con una struttura lontana, remota e impersonale. A questo si è ovviato prevedendo degli spazi e dei tempi per incontri diretti e lasciando allo studente l'iniziativa di usufruirne. In particolare, la modalità tradizionale prevede incontri faccia a faccia di interazione diretta dello studente con il docente e con il tutor. Il tutoraggio tradizionale presenta l’indubbio vantaggio di permettere una gestione dei fallimenti in tempo reale attraverso il rapporto che si instaura, nei Poli Tecnologici Universitari del NETTUNO, tra il docente e gli studenti durante il corso della lezione. Elemento importante di un tipo di contatto diretto è sicuramente la possibilità da parte del docente di motivare ulteriormente lo studente creando un clima positivo e aperto. Allo stesso tempo, la modalità faccia a faccia permette di interrompere l’isolamento dello studente e gli consente di "socializzare in gruppo” e di attivare momenti di collaborazione, di scambio, di discussione e confronto, con altri studenti.

===== Modalità didattiche a distanza =====

Oggi la moderna tecnologia può attuare “una presenza a distanza” (videoconferenza, chat). Il NETTUNO propone una didattica con modalità di insegnamento-apprendimento, sincroniche (unità di tempo ma non di spazio nel processo di insegnamento e apprendimento) e diacroniche (processo formativo ed educativo non è più legato all’unità di tempo e di luogo).

''' Modalità diacronica '''

E’ necessario innanzitutto sottolineare come questa offra il massimo grado di flessibilità: l’assenza di limitazioni spazio-temporali, permette al discente di sviluppare un apprendimento con tempi e ritmi congeniali. La mancanza di una costrizione di luogo, inoltre, consente di utilizzare i materiali didattici in ogni possibile contesto, in base alle esigenze del singolo discente: a casa, sul posto di lavoro, nei centri di studio. Viene dunque favorita un’ottimizzazione dell’apprendimento.

Nella modalità diacronica sono compresi aspetti differenti dell’apprendimento:
* apprendimento simbolico-ricostruttivo
* apprendimento attraverso il fare (learning by doing)
* apprendimento collaborativo mediato dalla scrittura su supporti tecnologici.

Nelle prime due modalità si verifica un’interazione uomo/macchina: il discente usa il videoregistratore, la televisione satellitare, il computer, le reti telematiche e i laboratori virtuali.
Nell’apprendimento collaborativo l’interazione avviene non solo con le tecnologie ma anche fra gruppi di studenti e /o docenti e si realizza attraverso l’uso di tecnologie che si basano sulla scrittura:: la posta elettronica, i Forum di discusssione su Internet, il fax.
Questi strumenti, determinando il superamento dei vincoli spazio/tempo, creano le condizioni per costruire una “comunità virtuale” e per innescare processi di apprendimento collaborativo in rete, favorendo nuove modalità di socializzazione. La possibilità di stabilire relazioni è essenziale ai fini dello studio, perché consente il confronto/chiarimento di molti dubbi non sempre valutati fino in fondo da docenti e tutors.

[[Image:Revica_distance_didactic_mo.jpg]]

'''Modalità sincronica'''

Nella modalità sincronica lo sviluppo delle nuove tecnologie ha comportato un’innovazione particolarmente significativa. Grazie all’uso della telematica è possibile attivare un’interazione in tempo reale senza compresenza di attori nello stesso luogo. L’unità di tempo si è mantenuta, ma quella di luogo non è più una condizione necessaria. Come nel caso dell’apprendimento collaborativo mediato dalla scrittura, l’interazione avviene non soltanto con le tecnologie ma anche fra gruppi di studenti, gruppi di docenti e fra studenti e docenti. La modalità sincronica consente dunque un apprendimento collaborativo che si realizza attraverso videoconferenze, audioconferenze, internet chat.

====2. Università Telematica Internazionale UNINETTUNO – U.T.I.U. ====

[[Image:Revica_Logo_UTIU.jpg]]

L’Università Telematica Internazionale UNINETTUNO, riconosciuta con decreto ministeriale del 15 APRILE 2005, è un unico grande ateneo in cui prestigiosi docenti di importanti Università del mondo insegnano nelle diverse lingue negli spazi reali e virtuali di Internet. L’internazionalità dell’U.T.I.U. è una caratteristica fondante che permea tutte le attività si didattiche sia di ricerca e delle relazioni accademiche.
L’Università Telematica Internazionale UNINETTUNO è basata su una collaborazione stretta con le università tradizionali non solo Italiane ma Europee, del mondo Arabo, degli Stati Uniti, dell’America Latina, ed attualmente sta creando nuovi accordi con università della Cina, della Russia e dell’Africa. L’unione di realtà universitarie di diversi paesi del mondo consente di poter offrire scelte su più ampie e diversificate sia del corpo docente, sia delle tematiche e dei contenuti della formazione.
Lo strumento didattico principale è l’ambiente di apprendimento su Internet www.uninettunouniversity.net , il primo portale del mondo dove si insegna e si apprende in quattro lingue: italiano, francese, inglese ed arabo.
La struttura è organizzata in un Centro Internazionale, Facoltà, Corsi di laurea e Poli Tecnologici. I Poli Tecnologici, dislocati sia in Italia che all’Estero, sono strutture a disposizione degli studenti, fornite di tutte le tecnologie per seguire i corsi a distanza, partecipare ad attività didattiche in videoconferenza, e sono un punto fisico di incontro reale per ospitare lo svolgimento degli esami faccia a faccia e incontri e seminari con docenti e tutor.
Gli organi di governo sono: il Consiglio di Amministrazione, il Presidente, il Rettore, il Senato Accademico, i Consigli di facoltà, il Nucleo di valutazione, il Collegio dei Revisori dei Conti.
L’università è autorizzata a rilasciare titoli di studio legalmente riconosciuti in Italia e all’Estero relativi a: lauree di primo livello, lauree specialistiche, dottorati di ricerca e master.
Per l’anno accademico 2005-2006 sono attive cinque facoltà per sette corsi di laurea triennali:
Facoltà di Ingegneria
Ingegneria Civile
Ingegneria Informatica
Ingegneria Gestionale
Facoltà di Giurisprudenza
Esperto Legale in Sviluppo ed Internazionalizzazione delle Imprese
Facoltà di Economia
Economia e Gestione delle Imprese
Facoltà di Psicologia
Discipline Psicosociali
Facoltà di Lettere
Operatore dei Beni Culturali

L’Università Telematica Internazionale UNINETTUNO nasce dal modello NETTUNO Network per l’università ovunque (attivo in Italia dal 1992) e dal successo del progetto europeo MED NET’U, Mediterranean Network of University. Con il progetto Med Net’U (Mediterranean Network of Universities), finanziato dalla Commissione Europea nell’ambito del Programma EUMEDIS e coordinato da NETTUNO - Network per l’Università Ovunque e cui hanno partecipato 31 fra università e centri di formazione professionale di 11 Paesi del Mediterraneo (Egitto, Algeria, Libano, Tunisia, Giordania, Turchia, Grecia, Francia, Italia, Marocco, Siria) sono stati ottenuti i seguenti risultati:
# La progettazione di due curricula comuni nell’area dell’Ingegneria secondo le linee indicate dal Processo di Bologna e della Sorbona (3 anni di studi di base più 2 di specializzazione);
# La produzione in quattro lingue (arabo, inglese, francese e italiano) di tutti moduli del corso di laurea a distanza in Ingegneria dell’Informazione e della Comunicazione e in Ingegneria Meccanica;
# La formazione dei docenti, dei tutor e del personale tecnico collegata agli skill di competenza necessari all’insegnamento a distanza;
# La realizzazione di una struttura di rete basata sulle tecnologie satellitari bi-direzionali per la trasmissione e la ricezione, installate presso gli 11 Centri di Produzione e i 31 Poli Tecnologici presso le sedi dei partner del Mediterraneo: si tratta dell’unica rete tecnologica bi-direzionale di insegnamento a distanza esistente nell’area Euromediterranea;
# Lo sviluppo su Internet via satellite di una piattaforma didattica comune in quattro lingue – l’unica al mondo in arabo, italiano, inglese e francese - e la disponibilità sulla rete televisiva satellitare RAI NETTUNO SAT 1 di uno spazio interamente dedicato alla trasmissione nelle quattro lingue delle videolezioni realizzate dai docenti delle università del mondo arabo e dell’Europa.

Med Net’U nasce sulla base del modello NETTUNO - Network per l’Università Ovunque - che opera in Italia da più di quindici anni, 31 partners, Università tradizionali, Università a distanza e imprese tecnologiche appartenenti a 11 paesi del Mediterraneo (Algeria, Egitto, Francia, Giordania, Grecia, Italia, Libano, Marocco, Siria, Tunisia, Turchia), hanno lavorato insieme e hanno dato vita ad un vero e proprio network tecnologico basato sull’uso dei satelliti digitali trasmittenti e riceventi, che collegano gli 11 centri di produzione e i 31 poli tecnologici presso le sedi dei partner.

Tutti i partners oggi possono produrre, trasmettere e ricevere contenuti formativi, sia per internet via satellite sia per televisione su RAI NETTUNO SAT 1, che già da un anno trasmette lezioni accademiche del corso di laurea in ingegneria in lingua araba, inglese,francese ed Italiano. RAI NETTUNO SAT 1 è l’unica rete televisiva del mondo che trasmette in quattro lingue e viene trasmessa dal satellite HOT BIRD che ha una vastissima copertura geografica che riesce a raggiungere non solo tutta l’Europa compreso anche l’Es, ma anche tutto il mediterraneo, l’Asia e l’Africa.

Oggi lo sviluppo di Med Net’U da progetto a sistema è appoggiato dai Governi dei Paesi partner; il sostegno di questo processo si è manifestato anche nella Terza Conferenza di Catania per la creazione di uno Spazio Euromediterraneo di Istruzione superiore che si è svolta dal 27 al 29 gennaio 2006, durante la quale 14 Ministri dell’Istruzione Superiore dei diversi paesi del Mediterraneo hanno sottoscritto una dichiarazione congiunta che getta la base su cui costruire nuovi rapporti. I 14 Ministri firmatari hanno sottoscritto, al sesto punto della Dichiarazione, di: “potenziare il sistema di apprendimento a distanza, sviluppando i risultati già ottenuti dal progetto Med Net’U, per favorire il più ampio accesso all’istruzione e alla formazione in una prospettiva di lifelong learning”.

Il passaggio dal progetto Med Net’U all‘Università Telematica Internazionale UNINETTUNO si è già concretizzato con la stipula di accordi accademici con alcune Università del Mondo Arabo e del Medio Oriente, appartenenti a paesi come l’Egitto (Università di Helwan e La Cairo University), la Giordania (Università di Yarmouk e Jordan University of Science and Technology) e la Tunisia (Università Virtuale di Tunisi), e il Ministero dell’Educazione e la Formazione del Marocco (SEFT - Secrétariat d’Etat chargé de la Formation Professionnelle du Maroc).

Questi accordi sono stati poi ratificati con appositi accordi dai Ministri dell’Istruzione, dell’Università e della Ricerca dei paesi interessati e questi accordi consentono titolo accademico rilasciato dall’ Università Telematica Internazionale UNINETTUNO venga considerato valido anche per i paesi Mediterranei che hanno siglato l’accordo.

L’avvio delle attività dell’Università Telematica Internazionale UNINETTUNO/Med Net’U nei paesi del Mediterraneo è già di fatto iniziata. Il 14 marzo 2006, è stato inaugurata l’attivazione del Polo Tecnologico di UNINETTUNO presso la sede del Segretariato di Stato per la formazioni professionale di Rabat in Marocco .In questa struttura il governo del Marocco utilizza i corsi a distanza per l’alfabetizzazione Informatica realizzati con il progetto Med Net’U e sta già formando i Funzionari dei diversi ministeri all’uso delle nuove tecnologie.

Il 15 giugno 2006 è stato inaugurato il Polo tecnologico di UNINETTUNO presso la Helwan University in Egitto per iniziare, e circa 40 studenti si sono iscritti al Corso di Laurea in Ingegneria Informatica dell’Università Telematica Internazionale UNINETTUNO ed hanno già brillantemente superato gli esami del primo anno. I professori egiziani sono stati formati dai nostri docenti a seguire gli studenti come tutor ed insieme ai nostri docenti svolgono gli esami faccia a faccia ed in videoconferenza.
Il 26 ottobre 2008, alla presenza del Presidente della Repubblica Italiana e delle più alte cariche Egiziane, è stato siglato uno storico accordo accademico tra la prima Università a distanza per l’e-learning Egiziana, l’EELU - Egyptian E-Learning University, e l'Università Telematica Internazionale UNINETTUNO.

Il governo Egiziano ha consentito con apposito provvedimento che gli studenti egiziani che si iscrivono ai corsi di UNINETTUNO possono ottenere il riconoscimento del doppio titolo Accademico Italiano ed Egiziano.
Su questa base le due università hanno avviato una collaborazione per progettare e produrre insieme i contenuti dei corsi a distanza relativi ai settori dell’ Economia, del Management, del Diritto Internazionale, del Turismo dei beni culturali e Corsi di Formazione professionale legati ai bisogni occupazionali dei nuovi mercati del lavoro e legati a far acquisire competenze sia professionali specifici sia di cultura generale e delle lingue, a coloro che intendono immigrare nei paesi Europei.

===== Collaborazioni di ricerca e convenzioni a livello internazionale =====

'''Paesi arabi '''

'''''Egitto'''''
* Letter of Intent UNINETTUNO - Cairo University - Helwan University (11 dicembre 2004)
* Convenzione con Helwan University, Il Cairo (Egitto) Oggetto dell’accordo è la collaborazione scientifica e didattica con l’Università pubblica di Helwan, dotata di 18 facoltà e 50 centri di ricerca e particolarmente prestigiosa per le facoltà di ingegneria. La convenzione inoltre prevede la possibilità per gli studenti della Helwan University di iscriversi ai corsi di laurea prodotti in lingua dall’UNINETTUNO nonché la possibilità di co-produrre ulteriori corsi di laurea e master di interesse comune. Attraveso l’accordo è stato istituito un Polo Teconologico presso la Helwan University ed è prevista la possibilità di rilascio di titoli accademici congiunti a doppio titolo (15 giugno 2006).
* Convenzione per l’attivazione di centri d’ascolto tra UNINETTUNO e l’Istituto Salesiano “Don Bosco” (15 maggio 2006)
* Memorandum of Understanding between Helwan University – UNINETTUNO – Italian Salesian Technical Vocational Institute Don Bosco – Italian Embassy in Egypt (25 ottobre 2006)
* Accordo accademico siglato tra la prima Università a distanza Egiziana (EELU) e l'Università Telematica Internazionale UNINETTUNO (UTIU) - Il Cairo (26 ottobre 2008)

'''''Giordania'''''
* Letter of Intent UNINETTUNO – Yarmouk University – Jordan University of Science and Technology (20 aprile 2005)

'''''Marocco'''''
* Convention de partenariat entre Le Secretariat d’Etat charge de l’Alphabetisation et de l’Education non formelle et UNINETTUNO en matiere de Cooperation dans le domaine de l’alphabetisation et de l’education non formelle a distance (28 aprile 2005)
* Accord cadre de coopération entre Le Secrétariat d’état chargé de la Formation Professionnelle Maroc et UNINETTUNO dans le domaine de la Formation Professionnelle a distance (14 marzo 2006)

'''''Tunisia'''''
* Projet de convention-cadre de Cooperation entre l’Université Virtuelle de Tunis et UNINETTUNO (14 aprile 2005)
* Convenzione con Université publique de Tunis El Manar (Tunisia). Oggetto dell’accordo è la reciproca cooperazione finalizzata allo studio e all’utilizzo dei modelli d’insegnamento a distanza dell’UniNETTUNO e l’istituzione di un Polo Teconologico. L’Université de Tunis El Manar è un’università pubblica avente, tra i suoi scopi principali quello della formazione e dell’innovazione. Ha più di 45.000 studenti ed è fra le più importanti università del suo Paese (10 maggio 2007)
* Emendamento, tra Università Telematica Internazionale UniNETTUNO e Université Virtuelle de Tunis, alla Convezione Quadro stipulata tra l’UniNETTUNO s.r.l. e l’ Université Virtuelle de Tunis il 14 aprile 2005 (Tunisia). Oggetto dell’emendamento è la reciproca cooperazione finalizzata allo studio e all’utilizzo dei modelli d’insegnamento a distanza dell’UniNETTUNO e l’istituzione di un Polo Teconologico. L’Université Virtuelle de Tunis è una università istituita nel 2002 operante nel campo della formazione e dell’insegnamento a distanza (24 agosto 2007).

''' Americhe'''
'''''Ecuador'''''
* Convenzione con il Centro Ecoeducation Celestin Freinet di Quito (Ecuador). Oggetto dell’accordo è la reciproca cooperazione finalizzata allo studio e all’utilizzo dei modelli d’insegnamento a distanza dell’UniNETTUNO e l’istituzione di un Centro d’Ascolto in Equador. Il Centro Ecoeducation Celestin Freinet di Quito rappresenta una delle più prestigiose strutture per la formazione dell’Equador ed è stato realizzato grazie al supporto della cooperazione di operatori umanitari italiani (10 ottobre 2008).

'''''USA'''''
* Convenzione con il St. Andrew's Theological College and Seminary di Lexington (North Carolina, USA). Oggetto della convenzione è è la reciproca cooperazione finalizzata allo studio e all’utilizzo dei modelli d’insegnamento a distanza dell’UniNETTUNO e l’istituzione di un Polo Teconologico. Il St. Andrew's Theological College and Seminary è stato fondato in North Carolina nel 1967 con lo scopo di fornire alta formazione a studenti di tutto il mondo, promuovendo conoscenza e cultura in ambito umanistico, tecnico-scientifico e professionale (09 luglio 2007).

'''Europa'''

'''''Francia'''''
* Protocollo di partenariato con Institut des Sciences de la Comunication du CNRS (Centre national de la recherche scientifique – Francia). Oggetto del protocollo è la cooperazione scientifica nel campo del linguaggio e della comunicazione, comunicazione politica, globalizzazione e diversità culturale, informazione scientifica, scienze, tecnologie applicate ai processi di apprendimento e di insegnamento, etc. (8 luglio 2008).

'''''Malta'''''
* Lettera di Intenti con l’Università di Malta. Oggetto dell’accordo stipulato con la rappresentanza in Italia dall’Università di Malta, la fondazione Link Campus, riguarda lo studio e la ricerca per la diffusione e l’implementazione dei corsi di laurea a distanza, master e corsi di qualificazione e riqualificazione professionale con particolare attenzione alle materie inerenti specifici studi per ragionieri commercialisti e consulenti del lavoro. L’Università di Malta è la prima università straniera autorizzata a operare in Italia. L’accordo ha anche ad oggetto la collaborazione tra le Parti per l’istituzione, presso la sede di Link Campus, di un Polo Tecnologico (18 maggio 2007).

* Partenariato Scientifico con EADTU (European Association of Distance Teaching Universities), un’organizzazione internazionale per la rappresentanza sia delle più importanti università di formazione a distanza in Europa, sia dei consorzi nazionali degl’istituti attivi nella formazione a distanza ed e-learning. L'Università Telematica Internazionale UNINETTUNO è socio di EADTU (European Association of Distance Teaching Universities) e sviluppa attività di ricerca in partnership con EADTU (27 ottobre 2006).

* Lettera di Intenti e Partenariato Scientifico con il Centro EMUNI - University Center for Euro-Mediterranean Studies, centro universitario con sede a Porto Rose in Slovenia, i cui obiettivi statutari sono di promuovere lo scambio interculturale tra i paesi Euro-Mediterranei attraverso la condivisione della conoscenza, dell’alta formazione e della ricerca; di sviluppare il networking tra le nazioni dei paesi Euro-Mediterranei; di giocare un ruolo significativo per lo sviluppo sostenibile socio-economico ed ambientale. L'Università Telematica Internazionale UNINETTUNO ha firmato lettera di intenti e la Carta della Fondazione, inoltre, siede nel Senato Accademico dell’EMUNI Universty. Attualmente, è in corso una importante Master erogato dall’UTIU con un contributo anche dell’EMUNI: Master in politiche e culture Euro-Mediterranee (25 maggio 2008).

* Partenariato Scientifico con ICDE - International Council for Open and Distance Education, rete globale per le istituzioni di tutti i paesi del mondo che sono coinvolte nel campo della formazione a distanza. Il principale obiettivo di ICDE è di promuovere la cooperazione interculturale e la comprensione tra diverse culture migliorando le linee per l'apprendimento e la flessibilità dei modelli educativi per diffonderli nel mondo intero. ICDE è riconosciuto alle Nazioni Unite (Unesco) ed essendo Global Umbrella Membership Organization in Online, Flexible and Blended Learning, si pone quale referente a livello mondiale per la formazione di distanza e di formazione on-line (2007).

* Partenariato Scientifico con Anna Lindh Foundation, organizzazione internazionale che opera a favore del network tra le organizzazioni della società civile che agiscono per il miglioramento del dialogo tra i paesi dell’area mediterranea. A tale scopo, la Fondazione mantiene attivi canali di comunicazione con i governi dell'associazione euromediterranea. Il mandato della Fonadazione Anna Lindh è di riunire la gente e le organizzazioni da entrambi le sponde del mare Mediterraneo contribuendo a rafforzare il dialogo pacifico e la comprenzione reciproca. L’Università Telemantica Internazionale UNINETTUNO sostiene ed è associata alla Fondazione condividendone e contribuendo alla realizzazione degli scopi statutari (2007).

* Partenariato Scientifico con E.P.U.F. - Euromed Permanent University Forum, rete che rappresenta i 37 paesi euromediterranei che lavorano in favore dell'internazionalizzazione nella sua accezione più generale. Lo scopo principale delle attività del Forum è di contribuire a stabilire una rete euromediterranea per l’istruzione superiore e la ricerca, seguendo le linee promosse con il processo di Bologna. L’Università Telematica Internazionale UNINETTUNO è tra le firmatarie dell’accordo di costituzione del Forum e ne promuove le attività scientifiche (2006).

* Partenariato Scientifico con ELIG - European Learning Industry Group, gruppo industriale aperto i cui appartenenti condividono la ricerca di soluzioni ai problemi legati all'ecosistema applicando strumenti innovativi in linea con l’evoluzione del ventunesimo secolo. ELIG cerca di promuovere l'innovazione nell'apprendimento, nella creazione di conoscenza e nella diffusione del Sapere in tutta Europa. La missione del ELIG è in particolare orinetata alle seguenti tematiche: offrire imputs innovative ai policy makers ai vari livelli europeo, nazionali e regionale. ELIG inoltre si propone canale di comunicazione tra la ricerca ed il mercato, evidenziando gli sviluppi e le traiettorie più innovative per il progresso sostenibile sia nell’ottica del rispetto dell’ecosistema sia degli stakeholders e del mercato. L’Università Telematica Internazione UNINETTUNO contribuisce al dialogo di confronto interno tra i referenti del Gruppo e alla ricerca di innovativi canali e strumenti per la condivisione delle conoscenze attraverso il proprio know-how ed il proprio network (2008).

L’Università Telematica Internazionale UNINETTUNO per sviluppare i futuri progetti di collaborazione con il mondo Arabo può già utilizzare le strutture tecnologiche (Centri di Produzione e dei Poli Tecnologici) allestite con il progetto Med Net’U e installate presso 31 Università e centri di formazione professionale di 11 Paesi del mondo arabo coinvolti nel progetto.
I Centri di Produzione sono attrezzati per realizzare prodotti educativi multimediali (videolezioni, esercizi on line, testi, siti internet, prodotti multimediali) che saranno trasmessi tramite televisione satellitare, Internet via satellite, e disponibili sul portale didattico.
Grazie al Network di docenti appartenenti alle migliori università dei paesi arabi ed europei che sono stati già formati dai nostri docenti all’utilizzo delle nuove tecnologie e alle modalità dell’insegnamento a distanza, la creazione di nuovi corsi in quattro lingue è facile e immediata per l’Università Telematica Internazionale UNINETTUNO.

Il modello di network è infatti supportato da una struttura tecnologica adatta a fornire una connettività bidirezionale tra i diversi attori del progetto.
La struttura di rete creata con il progetto Med Net’U, in accordo con tutti i partner, è la rete euromediterranea dell’Università Telematica Internazionale UNINETTUNO, sono già stati presi accordi con le università di altri paesi che iscriveranno gli studenti ad UNINETTUNO. Si allega l’elenco dei paesi, delle Università e dei Centri di formazione professionale già attivi.

Con il progetto Med Net’U si è realizzato un Network tecnologico, basato su una rete satellitare bidirezionale Euromediterranea che collega in modo interattivo 11 Centri di Produzione e i 31 Poli Tecnologici dell’università del Mediterraneo. Gli studenti appartenenti ai diversi paesi e alle diverse culture, possono iscriversi tramite internet ai corsi dell’Università Telematica Internazionale UNINETTUNO e studiare a distanza collegandosi all’apposito ambiente di apprendimento su Internet (www.uninettunouniversity.net), possono scegliere di seguire i corsi a distanza nella lingua che desiderano: in arabo o in italiano, in inglese o in francese, ed essere seguiti da professori/tutor nei poli tecnologici dell’università più vicina alla loro sede di residenza e collegata telematicamente alla sede internazionale dell’Università Telematica UNINETTUNO a Roma.
Con questo modello di università gli studenti del Medio Oriente possono liberamente studiare e apprendere la nostra cultura, gli studenti dell’Occidente possono conoscere i migliori insegnamenti della cultura accademica araba, entrambi liberi da reciproci pregiudizi, ma con il solo scopo di approfondire e allargare le proprie conoscenze. Attualmente ci sono ormai molti studenti dei paesi del Mondo Arabo che sono iscritti e che frequentano i nostri corsi.

Grazie alle nuove tecnologie si stanno realmente annullando le distanze, docenti europei ed arabi collaborano alla formazione di un unico polo internazionale del sapere; insieme si è creato un unico grande ateneo dove i migliori professori delle università europee e del Mediterraneo insegnano nella propria lingua e nelle diverse facoltà, che vanno dall’Ingegneria all’Economia, alla Psicologia, ai Beni Culturali al Diritto Internazionale, alle Scienze della Comunicazione.
Ogni università ed ogni docente è protagonista del nuovo processo formativo, la progettazione dei curricula e la scelta dei docenti incaricati a svolgere i corsi a distanza, e quindi a realizzare le videolezioni e i materiali multimediali per ogni materia, avviene collegialmente nell’ambito del Comitato Scientifico di ogni facoltà, tutti professori sono scelti e cooptati sulla base del loro curriculum e quindi della riconoscibilità di titoli scientifici internazionali.

=====Modello psicopedagogico e didattico.=====

Con l’Università Telematica Internazionale UNINETTUNO si è sviluppato un nuovo modello psicopedagogico-didattico, il quale consente di:
* aprire, anche a distanza, nuovi rapporti di comunicazione tra studenti e professori, promuovendo grazie all’utilizzo di una apposita piattaforma su internet, il passaggio da una comunicazione unidirezionale (tipica dei primi modelli di insegnamento a distanza) ad una comunicazione di tipo bidirezionale anche in tempo reale;
* utilizzare con Internet via satellite il computer come centro focale del sistema nel quale convergono i contributi dei diversi media . Il modello permette di veicolare direttamente dall’università a casa dello studente o nel posto di lavoro, lezioni, prodotti multimediali, banche dati, assistenza tutoriale, attività di esercitazioni, sistemi di valutazione

=====Internet per insegnare ed apprendere=====

Lo strumento didattico principale è l’ambiente di apprendimento su Internet www.uniNETTUNOuniversity.net, il primo portale del mondo dove si insegna e si apprende in quattro lingue: italiano, francese, inglese ed arabo ,da questo ambiente di apprendimento si può accedere in una sezione detta cyberspazio didattico: Nel cyberspazio didattico sono collocate ,per ogni singola disciplina prevista nel curriculum, le pagine dei docenti e le pagine dei tutors da cui si può accedere a”: videolezioni digitalizzate con bookmarks che consentono il collegamento ipertestuale e multimediale con libri, bibliografie ragionate, testi, esercizi, laboratori virtuali e sitografie selezionate dai docenti.
La pagina del Docente e del tutor è considerata il fulcro delle attività didattiche, ed è organizzata in ambienti di apprendimento che guidano lo studente nel suo percorso formativo.
In base a questo modello lo studente può costruire il proprio percorso di apprendimento in funzione delle sue esigenze formative e del suo livello di competenza ed è lui al centro del processo educativo, guidato da una nuova figura del docente tutor telematico, che ha il compito di fornire gli strumenti adatti a facilitare il processo di apprendimento e comunicazione in rete in forma sincronica e diacronica.
L’attività di apprendimento proposta consente il passaggio:
* dalla trasmissione della conoscenza alla costruzione della conoscenza;
* da un apprendimento passivo e competitivo ad un apprendimento attivo e collaborativo.
* dal semplice al complesso (videolezione e biblioteca intelligente)
* dalla teoria alla proiezione applicativa (apprendere facendo nel laboratorio virtuale)
* da esercizi guidati alla ricerca sul World Wide Web (Internet)
* dallo studio individuale al dialogo interattivo tra docenti e studenti e tra studenti (su Internet).

=====Videolezioni Digitalizzate=====

Le videolezioni sono digitalizzate per essere fruite attraverso Internet via satellite. Ciò che caratterizza il modello di digitalizzazione è:
# la modularità dei contenuti, che consente allo studente di accedere al preciso livello di competenza;
# l’indicizzazione degli argomenti, che favorisce la navigazione ipertestuale; l’indicizzazione svolge la funzione di mappa cognitiva ed indica allo studente i diversi percorsi didattici;
# bookmarks, sono icone che si attivano durante la videolezione e inviano lo studente ai materiali ipertestuali collegati alla videolezione, Testi, Esercizi , Laboratori Virtuali, bibliografia, sitografia, tutoring-on line.

Attraverso la fruizione delle videolezioni digitalizzate, lo studente ha la possibilità non solo di avviare processi di apprendimento di tipo simbolico-ricostruttivo, legati ad una modalità classica di insegnamento di tipo lineare ma, grazie all’organizzazione modulare dei contenuti, all’indicizzazione degli argomenti, ai bookmark, lo studente può sviluppare processi di apprendimento ipertestuali e multimediali che permettono di arricchire e di potenziare le strategie metacognitive e di favorire la personalizzazione dei percorsi di apprendimento, e lo sviluppo di processi di apprendimento attivi, costruttivi ed interattivi..
Collegati agli videolezioni vi sono gli esercizi pratici o i laboratori virtuali.
Il Laboratorio Virtuale si presenta come un vero e proprio ambiente in cui lo studente può applicare, nella pratica, i principi astratti appresi nelle lezioni teoriche, attivando un processo di “learning by doing” virtualmente possono sviluppare l’acquisizione di abilità ed integrare la teoria con la pratica.
La mente umana ragiona molto meglio su casi concreti e specifici che non su dati astratti; inoltre imparare facendo fortifica il processo di apprendimento e facilita la soluzione di problemi. I laboratori virtuali sono gli strumenti indispensabili per acquisire competenze professionali specifiche e sono molto utilizzati nei corsi di formazione professionale, dove il metodo più usato è la simulazione virtuale di procedure e di abilità operative.

In questo ambiente si attribuisce allo studente un ruolo attivo ma, sempre guidato o dal sistema intelligente o da un tutor esperto che in via telematica segue il processo di apprendimento dello studente.
Con i laboratori virtuali è possibile abbattere molti limiti dell’insegnamento in rete in primo luogo quello della materialità: intervenire digitalmente su un qualsiasi oggetto, offrendo innumerevoli tentativi e possibilità di apprendere con simulazioni pratiche, consente di mettere virtualmente in pratica ciò che si è appreso.
Questo ci porta inevitabilmente ad un altro importante aspetto: la rimozione dei vincoli spazio-temporali.Grazie alle reti telematiche, uno stesso ambiente virtuale può essere condiviso contemporaneamente tra più utenti (docenti e allievi da diverse parti del mondo).

=====Tutoring on line =====

Questa è la vera sezione interattiva sincronica del portale. In questa sezione tutor/docenti reali assistono gli studenti tramite chat anche audio e video, correggono compiti, li guidano nel superare difficoltà non solo di apprendimento ma anche psicologiche legate alle problematiche dello studio a distanza. Il tutoring online è organizzato in classi, con un sistema avanzato di profiling, in cui l’utente è riconosciuto in modo univoco, consente di monitorare costantemente il processo di apprendimento di ogni singolo utente/studente. Utilizzando le videochat, chat, Il docente-tutor, attraverso dialoghi interattivi di stile socratico, aiuta lo studente ad esaminare il suo ragionamento e a scoprire e correggere non solo gli errori ma anche le cause che li hanno determinati. Mediante videoconferenze in tempo reale e forum in differita, il tutor telematico organizza e struttura le sessioni di apprendimento collaborativo favorendo l’ interazione tra i diversi attori del processo educativo e sviluppando anche processi di socializzazione in rete tra le comunità di studenti e docenti a distanza.

Il docente=>tutor telematico assume il ruolo di docente-regista, progetta scenari di apprendimento e fornisce agli studenti strumenti non solo teorici e concettuali, ma anche strumenti che permettano di trasformare le conoscenze in abilità pratiche e quindi in competenze professionali; favorisce l’integrazione tra il sapere essere ed il saper fare.

=====Modelli di apprendimento=====

Per quanto riguarda lo sviluppo dell'apprendimento, è importante notare che le strategie di studio attuate durante la fruizione delle videolezioni digitalizzate permettono di attivare un processo di apprendimento in cui è lo studente ad avere il controllo completo dei tempi. Infatti, lo studente, oltre alla possibilità che ha di personalizzarsi tutti i percorsi di studio, può interagire con diversi materiali e realizzare una strategia di studio multimediale e ipertestuale: può organizzare le conoscenze in memoria utilizzando diversi registri quali, testo, suono e immagini; può interrompere la visione della videolezione per consultare banche dati, testi nella biblioteca virtuale; può provare con attività pratiche di laboratorio se è in grado di trasformare le conoscenze teoriche in capacità pratiche; può navigare su Internet per arricchire l'argomento con informazioni che possono provenire da realtà culturali e linguistiche diverse, interagire sull'argomento tramite i "Forum" e le chat con altri studenti e con altri esperti (Garito, 1998).

In particolare, si realizza un apprendimento ipertestuale. Più autori di stampo cognitivista e connessionista, infatti concordano nel definire le tecnologie ipertestuali uno strumento in grado di favorire un nuovo tipo di apprendimento in quanto sono vicine al naturale modo di pensare della mente umana poiché esiste una sostanziale analogia fra la rete di collegamenti tipica di un ipertesto e il funzionamento della mente umana intesa come rete neurale.

L’apprendimento ipertestuale guida lo studente nella sua dinamica esplorativa, proponendogli un sapere di tipo non lineare, fatto di intrecci e connessioni tra nodi.
L’apprendimento ipertestuale, inoltre, stimola l’autonomia e fa sì che lo studente diventi anche autore in quanto gli dà la possibilità di realizzare propri percorsi di navigazione tra i nodi di conoscenza proposti e di scegliere il livello di dettaglio e di approfondimento che intende raggiungere.

In sostanza, allo studente, è offerto un ambiente di apprendimento che stimola all’esplorazione e alla scoperta, uno strumento per “imparare ad imparare”, per sviluppare nuove strategie di apprendimento.
Inoltre, l’inserimento nel ciberspazio didattico del laboratorio virtuale consente lo sviluppo di nuovi modelli di apprendimento, che tendono a spostare l'operare cognitivo umano dalla modalità simbolico-costruttiva a quella percettivo-motoria. L'apprendimento legato all'operare percettivo-motorio è collegato alla modalità primaria dell'acquisizione di e quindi risulta largamente indipendente da differenze di età, istruzione, cultura, ecc.

=====Nuovi ruoli dei docenti e degli studenti.=====

Le nuove università a distanza consentono non solo di rinnovare i metodi di insegnamento e apprendimento ma anche di rinnovare i ruoli del docente e del discente.
Il nuovo contesto culturale richiede innanzitutto di rinnovare la vecchia figura del docente visto come il depositario assoluto del sapere, unico trasmettitore di conoscenze e solitario attore del processo educativo. Il docente deve abbandonare il ruolo di stage on the stage, per assumere quello più morbido ma cruciale di “guida”. Il nuovo ruolo che si viene a delineare vede dunque un docente-regista che progetta scenari di apprendimento e coopera poi con i suoi allievi per realizzare, insieme, un percorso educativo che sia rispettoso dei diversi stili di apprendimento.

Il nuove docente deve sapere utilizzare le nuove tecnologie della mente per trasmettere conoscenze ma anche per condividere e sviluppare nuovi saperi
Questo nuovo stile di insegnamento, che prevede che “il professore si rimetta il mantello di Socrate” e si trasformi in una guida favorisce, di conseguenza, l’esordio sulla scena pedagogica di un nuovo discente gestore del proprio processo di apprendimento.

Il vecchio studente, passivo ricettore di conoscenze e isolato osservatore della prestazione esperta dell’insegnante, cede il posto infatti ad un nuovo studente, attivo costruttore di conoscenza, autonomo e protagonista dell’applicazione concreta delle conoscenze acquisite. Quindi, insegnare e apprendere attraverso la televisione, le reti telematiche, Internet con i suoi Forum, le sue chat e la sua e-mail trasforma la didattica tradizionale in un sistema aperto capace di aggiornarsi e di organizzare un numero sempre più ampio e diversificato di conoscenze.

====3. Università Telematica Pegaso====

[[Image:Revica_Logo_Pegaso.jpg]]

L'Università Telematica Pegaso, istituita con Decreto Ministeriale 20 aprile 2006 (GU n. 118 del 23-5-2006- Suppl. Ordinario n.125), è una Università aperta (Open University) in grado di accogliere esigenze formative multiple nel rispetto delle normative vigenti, avvalendosi di sistemi e metodologie educative moderne ed in grado di rispondere alle diversificate esigenze dell'attuale società.
I corsi di studio prevedono un alto grado di indipendenza del percorso didattico da vincoli di presenza fisica o di orario specifico e il monitoraggio continuo del livello di apprendimento, attraverso il tracciamento del percorso e i frequenti momenti di valutazione e autovalutazione.
L'Università Telematica Pegaso utilizza le tecnologie informatiche e telematiche e adotta un'architettura di sistema in grado di gestire e rendere accessibili all'utente corsi universitari on line di alto livello qualitativo al termine dei quali vengono rilasciati i titoli accademici che hanno lo stesso valore legale di quelli rilasciati dalle Università tradizionali.
Il punto di forza e di innovazione dell'Università Telematica Pegaso è rappresentato dall'attenzione posta alla ricerca nazionale ed internazionale nonchè al promuovere la formazione delle giovani generazioni alle attività di ricerca.
Tal fine l’università intende:
* attivare dopo il primo triennio l'istituzione delle correlate lauree magistrali;
* istituire dottorati di ricerca correlati alle lauree magistrali;
* attivare bandi di concorso per assegni di ricerca.

Facoltà presenti all’università:
* Facoltà di Giurisprudenza
* Facoltà di Scienze Umanistiche

====4. Università telematica "Guglielmo Marconi"====

[[Image:Revica_Logo_Marconi.jpg]]

L’Università Telematica "Guglielmo Marconi" è stata riconosciuta dal MIUR (Ministero dell’Istruzione, dell’Universita e della Ricerca) con D.M. 1 marzo 2004 (G.U. n. 65 del 18/03/2004).
L’Ateneo, pubblico non statale, è iscritto all’Anagrafe Nazionale delle Ricerche coordinata dal MIUR (codice 156535UMV, prot. MIUR 12553/164) ed offre una formazione universitaria permettendo, tramite l’utilizzo di tecnologie di comunicazione innovative, di attivare processi di apprendimento continui senza vincoli spazio-temporali.

Dall’Anno Accademico 2008/2009 la didattica dell’Ateneo viene organizzata in funzione delle esigenze di apprendimento dello studente, adattando e ottimizzando le attività formative sulla base di percorsi flessibili e secondo le seguenti modalità:
A) Didattica interamente “a distanza” (e-learning) che prevede l’erogazione attraverso le diverse tecnologie messe a disposizione quali piattaforma (web/internet), il mobile learning (cellulari, palmari, ecc.), la televisione interattiva (TV/Web TV) secondo le competenze e lo stile di apprendimento dello studente.
B) Didattica mista (blended) che prevede il percorso completo in modalità on line e, compatibilmente con il vincolo della mancata co-presenza di studenti e docenti, integra l’attività formativa con seminari, lezioni di gruppo (minimo 15 studenti), sessioni di approfondimento e ripasso, secondo le esigenze di apprendimento dello studente.

Facoltà presenti all’università:
* Facoltà di Economia
* Facoltà di Giurisprudenza
* Facoltà di Lettere
* Facoltà di Scienze della Formazione
* Facoltà di Scienze Politiche
* Facoltà di Scienze e Tecnologie Applicate

====5. Università telematica “e-Campus”====

[[Image:Revica_Logo_ecampus.jpg]]

L’Università telematica e-Campus è stata riconosciuta dal MIUR (Ministero dell’Istruzione, dell’Universita e della Ricerca) con D.M. 30 gennaio 2006. Nasce con l’obiettivo di proporre ai giovani che accedono all’università, ai professionisti, agli imprenditori, ai manager e a tutti gli operatori economici e culturali percorsi formativi che rispondano a concrete esigenze di acquisizione di competenze spendibili sul mercato del lavoro, coerenti con il loro progetto professionale e aderenti ai loro interessi culturali. A questo scopo la nostra offerta formativa si qualifica per alcune specifiche di base che trovano attuazione pratica negli ordinamenti didattici.

L’Università e-Campus poggia, prima di tutto, sulla ricerca. Istituisce centri di ricerca interni o esterni che hanno finalità di ricerca di base ma anche di ricerca applicata, allo scopo di sviluppare le potenzialità di diverse discipline, in termini di applicabilità nei contesti tradizionali ma anche in nuovi contesti oggi emergenti.

Di preminente rilevanza è il Centro ricerche sull’apprendimento, sul quale l’Università e-Campus poggia l’intera sua proposta formativa in termini di didattica e di metodologie innovative.
In quanto istituzione finalizzata all’apprendimento, l’Università e-Campus ne fa oggetto di ricerca sistematica. Questa totale reversibilità del compito istituzionale consente un aggiornamento continuo delle metodologie, un sistematico monitoraggio dei processi di insegnamento e apprendimento in atto, una grande flessibilità nella risposta a nuove domande formative.
L’Università e-Campus inoltre promuove la ricerca in tutti gli ambiti disciplinari di cui si occupa, con lo scopo di dare una risposta significativa alla domanda che proviene dalle imprese, dalla scuola, dalla pubblica amministrazione, dagli operatori sociali.

L’offerta formativa dell’Università e-Campus enfatizza inoltre il ruolo della ricerca anche nell’impianto didattico, proponendo percorsi conoscitivi che impegnano lo studente non tanto in compiti di acquisizione e accumulo di conoscenze ma soprattutto in compiti di azione-ricerca, opportunamente guidata, allo scopo di sviluppare una mentalità professionale che punta alla ricerca di soluzioni e non si limita all’esecuzione di procedure.

L’Università e-Campus analizza nuovi fabbisogni professionali e progetta nuovi profili professionali sulla base di specifiche che provengono dalle imprese produttive, dal terziario, dalla pubblica amministrazione, dalla scuola, dagli organismi no-profit, da istituzioni pubbliche e private.

Facoltà presenti all’università:
* Facoltà di Ingegneria
* Facoltà di Economia
* Facoltà di Psicologia
* Facoltà di Lettere
* Facoltà di Giurisprudenza

=Riferimenti=

==Bibliografia==

* AA. VV. (2007). (Edited by Boonen, A. and Van Petegem, W.), E''uropean Networking and Learning for the Future.'' Antwerp-Apeldoom: Garant
* AA. VV. (2003). (Edited by Liestøl G., Morrison A., Rasmussen T.). Digital ''media revisited: theoretical and conceptual innovation in digital domain'', Cambridge: MIT Press.
* De Kerckhove, D. (2001). ''The Architecture of Intelligence''. Boston: Birkhäuser
* Garito, M.A., Anceschi G., Botta M., (2006). ''L'Ambiente dell'Apprendimento - Web Design e Processi Cognitivi''. Milano: Mc Graw-Hill.
* Garito, M.A. (2005). “''Towards the Euro-Mediterranean Distance University''”, in LlinE - Lifelong Learning in Europe - European Adult and Continuing Education Journal, vol. IX issue 1, pp. 47-49.
* Garito, M.A. (2004). “''NETTUNO-The University to Watch, Browse and Surf on''” Die Rolle des Telelearning: Europäische Erfahrungen, Materialien, Nr. 87, July, Bauhaus-Universität Weimar, pp. 141-149.
* Garito, M.A. (2004). “''La Perspective Internationale. Une collaboration Europe-Pays de la Méditerranéee'' », revue Savoirs, N. 5, novembre, Paris : L’Harmattan, pp. 97-103.
* Garito, M.A. (2004). “''Zmierzajac ku Wirtualnej Edukacji''” in e-Mentor, Internet Magazine, Warsaw: Warsaw School of Economics, N. 1 pp. 51-53.
* Garito, M.A. (2003). “''The Euromediterranean Distance University''” in Public Service Review: European Union, Newcastle-under-Lyme (UK): Public Service Communication Agency Ltd, Autumn 2003, pp. 129-132.
* Garito, M.A. (2003). “''Going the Distance with e-Learning''” in Public Service Review: European Union, Newcastle-under-Lyme (UK): Public Service Communication Agency Ltd, Spring, pp. 146-151.
* Garito, M.A. (2001). “''The University for the New Market of Knowledge''”, in World Futures, The Journal of General Evolution, edited by Ervin Laszlo, Special Issue no. 1, Volume 57, n. 4, London: Taylor & Francis, pp. 373-393.
* Garito, M.A. (2000). “''Globalizzazione e Innovazione: Le Nuove Opportunità di Istruzione e Formazione''”, in Viaggio tra i Perché della Disoccupazione in Italia, Milano: Giuffré Editore, pp. 177-196.
* Garito, M.A. (1999), “''La Universidad del Futuro. Hacia un Proceso de Ensenanza-Aprendizaje Integrato y Abierto''”, in Global Networking into the Future, Veracruz: FESI Mexico, pp. 69-77.
* Garito, M.A. (1998). “''La Télévision dans les Processus d'Enseignement et Apprentissage''”, in Images and Scientific Education in Europe-European Science and Technology Forum, Paris: CNRS.
* Garito, M.A. (1997). ''Tecnologie e Processi Cognitivi: Insegnare e Apprendere con la Multimedialità'', Milano: Angeli.
* Garito, M.A. (1997). ''The Creation of the Euro-Mediterranean Information Society: Communication, Education and Training'', Research, Firenze: Giunti.
* Garito, M.A. (1996). (a cura di) ''La Multimedialità nell’Insegnamento a Distanza'', Roma: Garamond.
* Lévy, P. (1994). ''L’intelligence collective: pour une antropologie du cyberspace'' Paris: La Découverte.
* Perriault, J. (1996). ''La Communication du savoir à distance: autoroutes de l’information et télé-savoirs'', Paris : L’Harmattan
* Rheingold, H. (2000) ''The Virtual Community. Homesteading on the electronic frontier'' Cambridge: The MIT Press.

== Sitografia ==

* MIUR - Ministero dell'Università e della Ricerca - http://www.miur.it
* Ministero della Pubblica Istruzione - http://www.pubblica.istruzione.it
* CRUI / The Italian university System - http://www.crui.it/crui/ECTS/siu.htm
* Global Foundation for Management Education - http://www.gfme.org
* EDUVINET Service - Education via Networks in the European Union - http://www.eduvinet.de/
* Osservatorio Anee/Assinform 2005 - http://www2.cnipa.gov.it
* Fondazione CRUI / E-Learning and University Education - http://www.fondazionecrui.it/elue/
* [[Maria Amata Garito| Garito, M.A.]] - http://www.garito.it
* Comitato Nazionale per la Valutazione del Sistema Universitario - http://www.vsu.it/
* [[NETTUNO]] / Network per l'Università Ovunque - http://www.consorzioNETTUNO.it
* [[Università telematica internazionale UNINETTUNO| Università Telematica Internazionale UNINETTUNO]] - http://www.uniNETTUNOuniversity.net

----
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[[Category:G-20 countries]]

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----
Questa pagina è disponibile anche in [[Italy|Inglese]]

Italy (Italiano)

2009-09-21T17:33:45Z

Alessandro.Caforio: /* Sitografia */

Italy (Italiano)

2009-09-21T17:32:47Z

Alessandro.Caforio: /* Sitografia */

Italy (Italiano)

2009-09-21T17:32:35Z

Alessandro.Caforio: /* Sitografia */

Italy (Italiano)

2009-09-21T17:31:21Z

Alessandro.Caforio: /* 3. Università Telematica Pegaso */

Italy (Italiano)

2009-09-21T17:29:42Z

Alessandro.Caforio: /* Risultati qualitativi raggiunti */

Italy (Italiano)

2009-09-21T17:14:21Z

Alessandro.Caforio:

Italy (Italiano)

2009-09-21T17:12:16Z

Alessandro.Caforio: /* Risultati qualitativi raggiunti */

Italy (Italiano)

2009-09-21T17:08:27Z

Alessandro.Caforio: /* Country's HEIs in the information society */

Italy (Italiano)

2009-09-21T16:32:20Z

Alessandro.Caforio: /* Higher education reform */

Italy (Italiano)

2009-09-21T15:41:08Z

Alessandro.Caforio: New page: ==Partner provenienti dall'Italia: == * [http://www.uninettunouniversity.net/ Università Telematica Internazionale UNINETTUNO] L’Università Telematica Internazionale UNINETTUNO – U....

Critical Success Factors

2009-07-27T17:24:05Z

Alessandro.Caforio: /* Other Languages */

=='''Definition'''==

In the Re.ViCa project a ''critical success factor'' is defined as follows:

: A [[critical success factor]] is a factor whose presence is necessary for an organisation to fulfil its mission - in other words, if it is not present then its absence will cause organisational and/or mission failure.

The majority of work on this in e-learning has been oriented either to large-scale failures, usually of consortium models focussed on distance learning, or on "hygiene" and KPI type success factors not critical success factors

Thus Re.ViCa has to produce a new synthesis.

A natural starting point is to start from a base of general theory and fuse the large-scale critical success factors with evidence from the benchmarking and quality arenas, concentrating on criteria that are critical not just useful ones.

The Wikipedia entry on [http://en.wikipedia.org/wiki/Critical_success_factor critical success factor] indicates that one should look in the following areas:

# Money factors: positive cash flow, revenue growth, and profit margins.
# Acquiring new customers and/or distributors - your future.
# Customer satisfaction - how happy are they?
# Quality - how good is your product and service?
# Product or service development - what's new that will increase business with existing customers and attract new ones?
# Intellectual capital - increasing what you know that's profitable.
# Strategic relationships - new sources of business, products and outside revenue.
# Employee attraction and retention - your ability to do extend your reach.
# Sustainability - your personal ability to keep it all going

These have to be turned from management-speak into concepts understandable by and acceptable to higher education providers.

=='''Approach'''==

There have been many projects which have been looking for CSFs.

=== Initial scoping ===

In this project we first carried out desktop research and learned from other projects (for an overview and download of the reports and literature, see the project website) and came to a list of 99 CSFs.

=== First International Advisory Commitee meeting ===

In spring 2008 the first International Advisory Committee Meeting took place at the EDEN Annual Conference in Lisbon, Portugal. In this meeting the experts worked in teams on this list, bringing it back to 29 essential factors. This 29 CSFs for large e-learning initiatives are labeled into three categories. First we distinguish factors that are mainly on an organizational level, these are more often strategy-and management issues. The second level is the work floor level, dealing with issues that immediately effect the daily performance of people working in this e-learning initiative. The third and last level is the service level. This involves factors that somehow have an influence on (internal or external) clients of the e-learning initiative.

=== Second International Advisory Commitee meeting ===

In a second meeting, at the ONLINE EDUCA Annual Conference in Berlin, December 2008, we let the International Advisory Committee (N= 17) vote on the 29 CSFs, using an electronic voting system in which they could give an opinion about the factors whether they must be kept or removed from the list of . The categories to answer on were:

# must be removed
# should be removed
# no view
# should be kept
# must be kept

After each voting there was the possibility to have an discussion on that criterion. The data collection resulted in a quantitative part (the voting) and an qualitative part (the discussion).

=== Third International Advisory Commitee meeting ===

A considerable amount of works has been done in preparation for the IAC meeting at the ICDE Conference, Maastricht, June 2009.

First, a close look was taken at all the feedback from IAC.

Second, four related schemes were analysed or re-analysed.
# [[MegaTrends]] is the main study on large-scale virtual campuses done before Re.ViCa. Its final list of factors is quite short. It has several lessons for us.
# [[PBP-VC]] is the main study on consortia-based virtual campuses done before Re.ViCa. It has a strong focus on quality issues and on good practice for managing consortia but among the details there are a few lessons for CSFs in the consortial area.
# [[UNIQUe]] is a scheme for quality/accreditation in e-learning developed by a consortium involving EuroPACE. In some ways it is parallel to E-xcellence though possibly more oriented to on-campus and blended uses of e-learning. Despite many of the criteria being more focussed on quality, there are some lessons to be learned, including on rewriting certain Critical Success Factors.
# [[E-xcellence]] is a scheme of benchmarking/quality for e-learning developed in 2005-2006 by a consortium led by EADTU. It is often felt to still be most relevant to distance teaching organisations. It has earlier been taken into consideration for our CSF work but this work was rechecked.

Third, related activity on benchmarking/quality of e-learning in the UK had generated some comments on criterion wording and some new criteria, which were taken into consideration.

These pieces of work led to 19 criteria (potential CSFs) that got more serious attention - of which 8 were potential new criteria altogether. In particular there were three criteria to do with collaboration that needed more detailed attention – drawing on the experience of PBP-VC.

Acting on earlier feedback and intense debate on whether some Critical Success Factors were indeed critical for all types of Virtual Campus, it was finally decided to split the list of Critical Success Factors into two parts:

# a list of 17 Critical Success Factors relevant to success of e-learning in all types of Virtual Campus.
# a list of 14 [[Key Success Factors]] - these are Critical Success Factors relevant to success of e-learning in one or more subsets (categories) of Virtual Campus - such as private for-profit providers, consortia, etc.

It should be remembered that the Critical Success Factors are drawn from a much larger scheme of benchmarking/quality for e-learning, which makes it easy to promote or demote Critical Success Factors and Key Success Factors as further case study and country report information becomes available. For more details on the underlying scheme see [http://elearning.heacademy.ac.uk/wiki/index.php/Pick%26Mix Pick&Mix].

== '''Critical Success Factors table ''' ==

This is taken from the page [[Critical Success Factors draft final version]]. See also [[Key Success Factors]].

{| border="1"
|+'''''table of Critical Success Factors'''''
!Code!!Factor name!!Critical Success Factor (level 5 statement)
|-
|R4
|Usability
|All systems usable, with internal evidence to back this up.
|-
|R6
|e-Learning Strategy
|Regularly updated e-Learning Strategy, integrated with Learning and Teaching Strategy and all related strategies (e.g. Distance Learning, if relevant).
|-
|R7
|Decisions on Projects
|Effective decision-making for e-learning projects across the whole institution, including variations when justified.
|-
|R10
|Training
|All staff trained in VLE use, appropriate to job type - and retrained when needed.
|-
|R12
|Costs
|A fit for purpose costing system is used in all departments for costs of e-learning.
|-
|R13
|Planning Annually
|Integrated annual planning process for e-learning integrated with overall course planning.
|-
|R16
|Technical Support to Staff
|All staff engaged in the e-learning process have "nearby" fast-response technical support.
|-
|R19
|Decisions on Programmes
|There is effective decision-making for e-learning programmes across the whole institution, including variations when justified.
|-
|R22
|Leadership in e-Learning
|The capability of leaders to make decisions regarding e-learning is fully developed at departmental and institutional level.
|-
|R29
|Management Style
|The overall institutional management style is appropriate to manage its mix of educational and business activities
|-
|R35
|Relationship Management Upwards
|The institution has effective processes designed to achieve high formal and informal credibility with relevant government and public agencies overseeing it.
|-
|R53
|Reliability
|The e-learning system is as reliable as the main systems students and staff are used to from their wider experience as students and citizens,
|-
|R58
|Market Research
|Market research done centrally and in or on behalf of all departments, and aware of e-learning aspects; updated annually or prior to major programme planning.
|-
|R60
|Security
|A system where security breaches are known not to occur yet which allows staff and students to carry out their authorised duties easily and efficiently.
|-
|R91
|Student Understanding of System
|Students have good understanding of the rules governing assignment submission, feedback, plagiarism, costs, attendance, etc and always act on them.
|-
|R92
|Student Help Desk
|Help Desk is deemed as best practice.
|-
|R94
|Student Satisfaction
|Frequent (ideally annual) Student Satisfaction survey which explicitly addresses the main e-learning issues of relevance to students.
|}

=== Earlier versions ===

Those interested in the evolution of the CSFs can look at:

* [[Critical Success Factors second version]]
* [[Critical Success Factors initial version]]
 

=== Other Languages ===

This document is available also in:

* [[Fattori Critici di Successo]] - Italiano

 

----
> [[Main Page]]

Critical Success Factors

2009-07-27T17:22:13Z

Alessandro.Caforio: /* Earlier versions */

=='''Definition'''==

In the Re.ViCa project a ''critical success factor'' is defined as follows:

: A [[critical success factor]] is a factor whose presence is necessary for an organisation to fulfil its mission - in other words, if it is not present then its absence will cause organisational and/or mission failure.

The majority of work on this in e-learning has been oriented either to large-scale failures, usually of consortium models focussed on distance learning, or on "hygiene" and KPI type success factors not critical success factors

Thus Re.ViCa has to produce a new synthesis.

A natural starting point is to start from a base of general theory and fuse the large-scale critical success factors with evidence from the benchmarking and quality arenas, concentrating on criteria that are critical not just useful ones.

The Wikipedia entry on [http://en.wikipedia.org/wiki/Critical_success_factor critical success factor] indicates that one should look in the following areas:

# Money factors: positive cash flow, revenue growth, and profit margins.
# Acquiring new customers and/or distributors - your future.
# Customer satisfaction - how happy are they?
# Quality - how good is your product and service?
# Product or service development - what's new that will increase business with existing customers and attract new ones?
# Intellectual capital - increasing what you know that's profitable.
# Strategic relationships - new sources of business, products and outside revenue.
# Employee attraction and retention - your ability to do extend your reach.
# Sustainability - your personal ability to keep it all going

These have to be turned from management-speak into concepts understandable by and acceptable to higher education providers.

=='''Approach'''==

There have been many projects which have been looking for CSFs.

=== Initial scoping ===

In this project we first carried out desktop research and learned from other projects (for an overview and download of the reports and literature, see the project website) and came to a list of 99 CSFs.

=== First International Advisory Commitee meeting ===

In spring 2008 the first International Advisory Committee Meeting took place at the EDEN Annual Conference in Lisbon, Portugal. In this meeting the experts worked in teams on this list, bringing it back to 29 essential factors. This 29 CSFs for large e-learning initiatives are labeled into three categories. First we distinguish factors that are mainly on an organizational level, these are more often strategy-and management issues. The second level is the work floor level, dealing with issues that immediately effect the daily performance of people working in this e-learning initiative. The third and last level is the service level. This involves factors that somehow have an influence on (internal or external) clients of the e-learning initiative.

=== Second International Advisory Commitee meeting ===

In a second meeting, at the ONLINE EDUCA Annual Conference in Berlin, December 2008, we let the International Advisory Committee (N= 17) vote on the 29 CSFs, using an electronic voting system in which they could give an opinion about the factors whether they must be kept or removed from the list of . The categories to answer on were:

# must be removed
# should be removed
# no view
# should be kept
# must be kept

After each voting there was the possibility to have an discussion on that criterion. The data collection resulted in a quantitative part (the voting) and an qualitative part (the discussion).

=== Third International Advisory Commitee meeting ===

A considerable amount of works has been done in preparation for the IAC meeting at the ICDE Conference, Maastricht, June 2009.

First, a close look was taken at all the feedback from IAC.

Second, four related schemes were analysed or re-analysed.
# [[MegaTrends]] is the main study on large-scale virtual campuses done before Re.ViCa. Its final list of factors is quite short. It has several lessons for us.
# [[PBP-VC]] is the main study on consortia-based virtual campuses done before Re.ViCa. It has a strong focus on quality issues and on good practice for managing consortia but among the details there are a few lessons for CSFs in the consortial area.
# [[UNIQUe]] is a scheme for quality/accreditation in e-learning developed by a consortium involving EuroPACE. In some ways it is parallel to E-xcellence though possibly more oriented to on-campus and blended uses of e-learning. Despite many of the criteria being more focussed on quality, there are some lessons to be learned, including on rewriting certain Critical Success Factors.
# [[E-xcellence]] is a scheme of benchmarking/quality for e-learning developed in 2005-2006 by a consortium led by EADTU. It is often felt to still be most relevant to distance teaching organisations. It has earlier been taken into consideration for our CSF work but this work was rechecked.

Third, related activity on benchmarking/quality of e-learning in the UK had generated some comments on criterion wording and some new criteria, which were taken into consideration.

These pieces of work led to 19 criteria (potential CSFs) that got more serious attention - of which 8 were potential new criteria altogether. In particular there were three criteria to do with collaboration that needed more detailed attention – drawing on the experience of PBP-VC.

Acting on earlier feedback and intense debate on whether some Critical Success Factors were indeed critical for all types of Virtual Campus, it was finally decided to split the list of Critical Success Factors into two parts:

# a list of 17 Critical Success Factors relevant to success of e-learning in all types of Virtual Campus.
# a list of 14 [[Key Success Factors]] - these are Critical Success Factors relevant to success of e-learning in one or more subsets (categories) of Virtual Campus - such as private for-profit providers, consortia, etc.

It should be remembered that the Critical Success Factors are drawn from a much larger scheme of benchmarking/quality for e-learning, which makes it easy to promote or demote Critical Success Factors and Key Success Factors as further case study and country report information becomes available. For more details on the underlying scheme see [http://elearning.heacademy.ac.uk/wiki/index.php/Pick%26Mix Pick&Mix].

== '''Critical Success Factors table ''' ==

This is taken from the page [[Critical Success Factors draft final version]]. See also [[Key Success Factors]].

{| border="1"
|+'''''table of Critical Success Factors'''''
!Code!!Factor name!!Critical Success Factor (level 5 statement)
|-
|R4
|Usability
|All systems usable, with internal evidence to back this up.
|-
|R6
|e-Learning Strategy
|Regularly updated e-Learning Strategy, integrated with Learning and Teaching Strategy and all related strategies (e.g. Distance Learning, if relevant).
|-
|R7
|Decisions on Projects
|Effective decision-making for e-learning projects across the whole institution, including variations when justified.
|-
|R10
|Training
|All staff trained in VLE use, appropriate to job type - and retrained when needed.
|-
|R12
|Costs
|A fit for purpose costing system is used in all departments for costs of e-learning.
|-
|R13
|Planning Annually
|Integrated annual planning process for e-learning integrated with overall course planning.
|-
|R16
|Technical Support to Staff
|All staff engaged in the e-learning process have "nearby" fast-response technical support.
|-
|R19
|Decisions on Programmes
|There is effective decision-making for e-learning programmes across the whole institution, including variations when justified.
|-
|R22
|Leadership in e-Learning
|The capability of leaders to make decisions regarding e-learning is fully developed at departmental and institutional level.
|-
|R29
|Management Style
|The overall institutional management style is appropriate to manage its mix of educational and business activities
|-
|R35
|Relationship Management Upwards
|The institution has effective processes designed to achieve high formal and informal credibility with relevant government and public agencies overseeing it.
|-
|R53
|Reliability
|The e-learning system is as reliable as the main systems students and staff are used to from their wider experience as students and citizens,
|-
|R58
|Market Research
|Market research done centrally and in or on behalf of all departments, and aware of e-learning aspects; updated annually or prior to major programme planning.
|-
|R60
|Security
|A system where security breaches are known not to occur yet which allows staff and students to carry out their authorised duties easily and efficiently.
|-
|R91
|Student Understanding of System
|Students have good understanding of the rules governing assignment submission, feedback, plagiarism, costs, attendance, etc and always act on them.
|-
|R92
|Student Help Desk
|Help Desk is deemed as best practice.
|-
|R94
|Student Satisfaction
|Frequent (ideally annual) Student Satisfaction survey which explicitly addresses the main e-learning issues of relevance to students.
|}

=== Earlier versions ===

Those interested in the evolution of the CSFs can look at:

* [[Critical Success Factors second version]]
* [[Critical Success Factors initial version]]
 

=== Other Languages ===

This document is available :

* [[Fattori Critici di Successo]] - Italiano

 

----
> [[Main Page]]

Greece

2009-04-08T12:20:14Z

Alessandro.Caforio: /* References */

== Partners situated in Country ==

-

== Country in a nutshell ==

[[Image:Greece_map.jpg|right]]
GREECE (Ελλάδα – Elláda) officially the Hellenic Republic, is a country in southeastern Europe, situated on the southern end of the Balkanic Peninsula and it includes more than 2000 islands situated in Ionian and Aegean Seas and it has a total surface area of 131,957 km2. Greece is a parliamentary republic and it’s considered as the cradle of the western culture and thought. Greece is a member of the European Union since 1981, of the Economic and Monetary Union of the European Union since 2001and also a member of NATO from 1952.

Athens is the capital of Greece and Thessaloniki, Patras, Heraklion, Volos, Ioannina, Larissa e Kavala are some of the most important cities of the country.

As of January 2008, the population of Greece is estimated at 11,262,000 by Eurostat : the 58,8% lives in the urban areas and only the 28,4% in rural areas.

The official language is the Modern Greek that is spoken by the 98.5% of population; moreover, there are some Slavic and Turkish minorities.

The widespread religion is the Orthodox Christian and the relationship between State and Church are regulated by the Third Article of the Greek Constitution.

Greece is divided in 13 perifereies (περιφέρειες) – Attica, Central Greece, Central Macedonia, Crete, East Macedonia e Thrace, Epirus, Ionian Island, North Aegean, Peloponnese, South Aegean, Thessaly, West Greece, West Macedonia – subdivided into a total of fifty-one prefectures called nomos.
Greece is a Parliamentary Republic thanks to the Referendum of the 8th December 1974.

The President of the Republic, who is considered the edge of the state, is elected by the Parliament for a five-years terms, only for two mandate.
The Greek Constitution, formed by 120 articles, foresee the separation of the three powers: executive, legislative and judiciary.
The executive power is exercised by the President of the Republic and by the Government. The President of the Republic is the commandant in chief of the armed forces and he presides over the Defense Council.
The civil authority of the armed forces is the Ministry of the national defence. The President of the Republic appoints the Prime Minister and the other Cabinet members.
Legislative power is exercised by a The legislative power is exercised by a 300-member elective unicameral Parliament (Vouli ton Ellinon) : elections are held every four years by universal suffrage through a complex proportional system, with barrage at 3%.
The judiciary power is independent from the executive and legislative and it comprehends three Supreme Court: the Court of Cassation (Άρειος Πάγος), the Council of State (Συμβούλιο της Επικρατείας) and the Curt of Auditors (Ελεγκτικό Συνέδριο).
Greece has a multiparty system, dominated by two principles political party: the liberal-conservative New Democracy (ND), actually in power, and the social-democratic Panhellenic Socialist Movement (PASOK).

== Country education policy ==

During the 19th century, have been implemented in Greece, many reforms in the education field, in relation to the structure of the system, the national curriculum and the language used for education. In 1975 the Constitution has established the new paradigm of education legislation that was introduced through the reform of the education system, one year later, in 1976. The reform in question has established a common language for education, has reformed the education division between primary, secondary and tertiary education and emphasized the modernization of curricula and the improvement of the administration and monitoring of education.
The second period of reforms of the education system began in the mid-nineties and the third period in early 21 century, between 2004 and 2006. This reform, introduced important changes, like the creation of the Foundation of International University of Greece, the reform of secondary vocational training, the introduction of a new law for the assessment of education and legislative actions in relation to lifelong learning area.

In the Greek Constitution, education is identified as a responsibility of the state. The majority of Greek citizens attend public schools, in fact, there are few private schools that are supervised by the Ministry of Education. The Minister has a centralized control on state schools, sets educational curricula, he manages the staff and monitors the funds.
At regional level the role of supervisor of the Minister is done through the Regional Councils for Primary and Secondary Education that operate in every prefecture. The tertiary institutions are almost totally autonomous, even if the Minister is responsible for funding. In accordance with Article 16 of the Greek constitution, education, both moral, intellectual, occupational and physical, is a basic mission for the state, with the aim of developing a national and religion conscience and provide adequate training to the future citizens.

The basic legislation is included in the following:

* Constitution 2001 (Article16).
* Law 682/1977: “About the private schools and boarding houses”.
* Law 1566/1985: “Structure and Operation of Primary and Secondary Education and other Stipulations”.
* Law 2817/2000: “Regional Directorates of Education”.
* Law 2916/2001: “Structure of Higher Education and settlement of issues in the Technological Sector”.
* Law 2986/2002: “Organisation of Regional Services of Primary and Secondary Education, assessment of teaching task and staff, teachers’ in service training and other stipulations”.
* Law 3027/2002: “Regulations concerning the Organisation of School Buildings for Higher Education and other stipulations”.
* Ministerial Decisions 21072α/Γ2/ Official Journal 303 v.B’/13-3-2003 and 21072β/Γ2/ Official Journal 304v.B’/13-3-2003, “Cross-Curricular Thematic Framework and Curricula of Primary and Secondary Education”.
* Law 3255/2004: “Regulations for Issues of all Educational Levels”.
* Law 3369/2005: “Systematisation of Lifelong Learningand other stipulations”.
* Law 3467/2005: “Selection of primary and secondary education teachers, regulations for Administration and Education issues and other stipulations”.
* Law 3475/2006: “Organization of secondary vocational education and other provisions”.
* Law 3549/2007: “Reform of the institutional framework concerning the structure and function of the higher education institutes”.

More recently legislation interventions made in the period 2000-2001 include :
# Improvements have been made to the 1997/98 reform, regarding the access system to Higher Education and the hiring of educators. In the case of the first one notes a less rigid textbook based assessment system which exhibits features of analysis, association, critical thinking etc. in this regard one can claim that attempts are made to reach congruency between the curriculum and its contents and the assessment for access to higher education system.
# Legislation regarding the fields of Special Education, decentralisation of education, training and evaluation of educators has been reformed (Law 2986/2002).
# Technological Education Institutes have been upgraded by being incorporated in Higher Education which now consists of two parallel sectors namely: the University and the Technological ones. (Law 2916/2001).

The specific changes introduced into the education system with the Greek Reform of 2007 include:
The establishment of Unified Upper Secondary School (Eniaio Lykeio) which is gradually replacing all other existing types of upper secondary school (lykeio);
The procedure for admission to higher education has been changed, with emphasis on the assessment of pupils in the second and third degree of lykeio;
The duration of kindergartens and primary schools has been stretched because it will gradually move to full-time;
Second Chance Schools have been created specifically for teens who have already completed 18 years and have not yet completed the compulsory school;
The design of a common curriculum for both primary and secondary education

A focal point of educational policy is the idea that education is a social resource and a right for every citizen. Based on laws passed by Parliament for each educational level, the State intends to render more democratic the whole process of education, decentralizing it, ensuring the participation of those who are directly involved in the process, raising the quality level provided and applying the principle of merit principle in the recruitment of specific staff . Compared to European data Greece isn’t investing many resources to fund educational projects: in fact, the percentage of GDP granted to education in 2005 was 3.98% . Also the other percentage rates are lower than the European average.

[[Image:Greece_GDP_Edu_exp.jpg|center]]

The current reform (Law 3549/2007: "Reform of the institutional framework concerning the structure and function of the higher education institutes") will be discussed extensively later, in paragraph “Higher Education Reform”.

== Country education system ==

[[Image:Greece_Edu_struct.jpg|right]]

Education system in Greece is subdivided in 4 levels:
* Pre-primary Education: nipiagogeio (preschool);
* Primary Education: dimotiko Scholeio (primary school);
* Secondary Education: gymnasio (Lower Secondary School), geniko lykeio (General upper Secondary School), epaggelmatiko lykeio – EPAL (Vocational Lyceum/ EPA.L), TEE (Technical Vocational Schools / TEE) and epaggelmatiki scoli – EPAS (Vcational Educational Training Schools / EPAS);
* Higher Eduation: Panepistimia/AEI (University), Technologika Ekpaideftika Idrymata / TEI (Technological Education Institutes) and the School of Fine Arts (ASKT) .

The education system in Greece ranges from 6 to 16 years old and normally include the primary school (demotiko) and secondary (Gymnasio).

=== Pre-primary Education ===
Law 1566/1985 determines all the details concerning the structure and organization of primary and secondary education. The same law provides that the pre-school education depends on the primary system and in this sense follows the regulations in place for Dimotiko Scholeio (primary school).
In particular, the pre-school education is provided by Nipiagogeia (Kindergartens) that operate independently or in specialized centres together with the state nursery school (children's centers). The frequency of nipiagogeio lasts 2 years and after the changes introduced in 2006, was made compulsory from 5 years of age. The issues concerning the organization of nipiagogeia are governed by decisions N° F27/148/G1/160/14-2-95 of the Minister of Education.
Since 1997 has been set up full time: Oloimero nipiagogeio (All-day kindergarten) was introduced by Law 2525/97. Finally, in relation to Article 73 of Law 3518/2006, the frequency at nipiagogeio begins from 4 years of age, becoming compulsory from 5 years onwards.
The nursery school (Παιδικός σταθμός, Paidikós Stathmós) starts at the age of two and a half years, in institutions both public and private. They are very popular, but attendance is not mandatory.

=== Primary education ===
Primary education is provided within the primary schools (scholeio), whether public or private. The primary schools are distributed all over the country, even in the remotest regions. Attendance is mandatory and there are no additional costs for school and for textbooks. The frequency in Dimotiko Scholeio lasts 6 years and includes levels 1, 2, 3, 4, 5 and 6. The access is possible after having completed 6 years of age.
Oloimero Scholeio (All-day School) operate in parallel to the ordinary primary school, with an extended timetable and an enriched curriculum.
The current primary and secondary school structure was established in 1985 with the Law 1566: this law has instituted new procedures for the designing of new curricula and textbooks. This framework has been modified and enriched with new laws and presidential decrees.
There are also Idiotika nipiagogeia (private kindergartens) and idiotika scholeia operating under the responsibility of the Ministry of Education and controlled by regional administrative bodies, just as in the case of public schools. They have the same organization and structure of state schools and qualifications equivalent to those issued in public.

=== Secondary education ===
Secondary education in Greece is divided into two levels: Compulsory Education and Higher Secondary Education.

'''Types of Institution'''
This subdivision describes the main types of educational institutions that are included in secondary education.
* Compulsory Secondary Education – Gymnasio
* Upper Secondary non-Compulsory Education - Geniko Lykeio
* Vocational Lyceum – EPAL (epaggelmatiko lykeio) | Vocational School – EPAS (epaggelmatiki scholi) | Technical Vocational Educational School - TEE (Technika Epangelmatika Ekpedeftiria) (secondary non-compulsory education)
* Post-Secondary non Tertiary Education – IEK (Institouta Epaggelmatikis Katartisis)

The compulsory secondary education is provided in Gymnasio, which lasts for 3 years: from 12 to 15 years of age.
The upper secondary education (not compulsory) is provided through two types of institutions: Geniko lykeio (General Lyceum / GL) and epaggelmatiko lykeio - EPAL (Vocational Lyceum). The frequency in both types of school lasts 3 years. There are also epaggelmatiki Scholar - EPAS (ΕΠΑΣ / SS), professional schools, the frequency of which lasts for 2 years.
With the Law 3475/2006 , it is determined that training is provided within the Vocational Lyceums (EPAL) and Vocational Schools (EPAS), which replaced the State Technical Vocational School (TEE), under the supervision of the Minister of Education and Religious Affairs. The change from the TEE to EPAL / EPAS was gradual and started in the academic year 2006-2007.
The duration of the course is 3 years and is divided into 3 levels of employment:
The first level includes 3 levels: I) Technology, II) Services, III) Naval;
The second includes Mechanical Engineering, Electrician, Electronics, Building Works, Information Science, Economics and Management, Health and Welfare, Agronomy, Food and the Environment.
The third level includes: General mechanical engineering, Car engineering, Electrical facilities, computer systems & networks electronic experts, Economics and Management employees, Tourist enterprises employees, assistant nurses, Medical & biological laboratories assistants, Pharmacy assistants, Food Technology & Control, Landscaping – Environment & Agro-tourism, Modern Business Agriculture, Merchant Marine Masters, Merchant Marine Engineers.

In addition, there are particular gymnasia and lykeia : religious, minorities, inter-cultural, music experimental and some special classes for pupils who need special education, called Secondary Special Needs Education Schools and Inclusion Classes (ΣΜΕΑ/SMEA). Other alternative secondary education are the School of Fine Arts, Sports Facilities Classes and Second Chance Schools. In state schools the attendance is free and textbooks are distributed free of charge by the state.
The post-secondary education (not university) includes Epaggelmatikis Instituta Katartisis-(IEK) - Vocational Training Institutes - which offer qualifications for employment and diplomas that certify the training received. In fact, this type of institutions provides a formal professional education with the possibility to receive a Certificate or a Diploma of Vocational Training, equivalent to that of professional schools (Vocational Lyceums - EPAL). This license allows entry into the working world in both the public and the private sector. These schools accept students both from Gymnasio and Lykeio. The Vocational Training Diploma of the Organization for Vocational Education and Training (OEEK) is now recognized as a formal qualification to apply for jobs, even in the public sector (Presidential Decree 50/2001, Government Gazette 39/A/5-3-2001 on Determination of appointment qualifications in posts of public sector bodies).

=== Private Education ===
In Greece there are secondary private institutions such as Gymnasia, Lykeia and TEE, but recently with Articles 9, 13 and 14 of Law 3475/2006 (Government Gazette 146/issue A/2006), were included also private Vocational Lykeia (EPAL) and Vocational Schools (EPAS): private EPAL and EPAS are organized and follow the same schedule of classes in public schools.
Furthermore, as established by Law 3475/2006, there are also private Gymnasia and Lykeia, that provide education for foreigners living in Greece, as established by the Act governing foreign schools. These schools may use a foreign education program, a Greek educational program or a mixed program, both foreign and Greek.
In addition, there are private Vocational Training Institutes (IEK), which are coordinated by the Organization for Vocational Education and Training (OEEK).

== Higher education ==

Higher education in Greece comprises two parallel sectors (Law 3549/2007, Article 2), university and technology. The university sector, including Universities (Ανώτατα Εκπαιδευτικά Ιδρύματα, Anótata Ekpaideytiká Idrýmata, "ΑΕΙ"), Polytechnics and Higher School of Fine Arts (ΑΣΚΤ / ASKT). The technology sector, includes Higher Technological Education Institutes (TEI) and School of Pedagogical and Technological Education.
The universities are fully self-administered legal entities of public law that are financed and supervised by the Ministry of National Education and Religious Affairs, in accordance with Article 16 of the Constitution.
Entry to these institutions depends on the performance of the examinations that are performed in the 3rd grade of secondary school.

=== Typologies of Greek higher education institutions ===

[[Image:Greece_HEdu_typology.jpg|left]]

The '''higher education sector''', including the AEI Universities, Polytechnics, the Higher School of Fine Arts (ΑΣΚΤ / ASKT) and the Hellenic Open University (EAP). The '''university sector''' of the secondary education includes Universities (A.E.I.), Polytechnics, Higher School of Fine Arts (ΑΣΚΤ/ASKT) and the Hellenic Open University (EAP).
These educational institutions are funded and under the control of the state: the supervision is exercised by the Minister of Education. In Greece there are 23 universities, including the Polytechnics, the Academy of Fine Arts and the Hellenic Open University (ΕΑΠ / EAP). A particular type of educational institution is the International University of Greece (ΔΙ.ΠΑ.Ε / DIPA), operating in Thessaloniki and it is an independent secondary education institution and completely self-administrated. This University is a legal entity of public law and its mission is to provide higher education to foreigners interested in studying in Greece. To carry out this mission, the International University organizes and promotes graduate and post-graduate programs of study, using distance teaching and learning. The courses last for approximately 4 years, with the exception of certain faculties where the course lasts even 5 or 6 years. The academic year consists of two semesters, with 13 weeks of lessons and three weeks of examinations. Students complete their course of study after 4 years if they pass the examination of both the compulsory and the optional subjects. At the end of the studies they obtain a Diploma or Degree in relation to the Faculty concerned. The Universities issue certificates in the following fields:

* Humanities, law and social sciences
* Sciences
* Health Sciences
* Technological Sciences
* Economic and Management Sciences.

The '''technology sector''' includes Technological Education Institutes (TEI) and Higher School for Teachers of Technological Education (ΑΣΠΑΙΤΕ / ASPA). In this area there is also the Higher Military Education Institute.
The Technological Education Institutes (TEI) are under the supervision of the Ministry of National Education and Religious Affairs (ΥΠΕΠΘ / YPEPTH).
There currently are 15 TEI and a School for the technology and pedagogy education, in the whole country, and 95 specializations offered by TEI in the following fields:
* Graphic arts and artistic studies
* Administration and economics
* Health and welfare occupations
* Technological applications
* Food and nutrition technology
* Agronomy technology
* Music technology.

The studies last for 4 years with a total of eight semesters, which include both periods of lesson and a final semester devoted to the preparation of the thesis. During this final period, students can begin to practice their profession through a training period that will then be evaluated. After the completion of studies, students will receive a Degree.

==== Secondary non-tertiary education ====
The higher non-university education includes the Higher Ecclesiastical Schools, Higher
Schools of Dance and Drama, Higher Schools of Tourist Professions, Higher NCO Schools and Higher and Police Academies. According to the constitution, vocational training and any other special training is provided by the State in institutions o the higher education level. The duration of studies in these schools can not exceed 3 years.
The main types are: the Higher Ecclesiastical Schools, under the supervision of the Ministry of Education and Religious Affairs that will be converted to University Ecclesiastical Academies through the Law 3432/2006 and will operate as tertiary education institutions. The Higher Schools of Dance and Drama, under the supervision of the Ministry of Culture, the Higher Schools of Tourist Professions under the supervision of the Ministry of Tourist Development, Higher Schools for Petty-Officers who are managed by the Ministry of Defense and the Higher Police Academy, supervised by the Ministry of Public Order.

==== Postgraduate Studies ====
The organization of postgraduate studies is governed by '''Law 2083/92''':
universities have full responsibility for the organization and payment of post-graduate courses. All TEI may participate, in the form of consortia with Greek or foreign universities, organizing courses. With the Law 3374/2005 the TEI that have passed the assessment of the prerequisites, have the ability to provide post-graduate courses. There are different degrees of postgraduate courses: the Master and PhD.
The programs of post-graduated studies are appointed by the General Assembly of Special Composition of the department and are approved by the Academic Senate.
In the proposal, the following are mentioned: the field of study and the objectives of the programme, the type of the awarded postgraduate titles, the categories of the admitted graduates, the duration of the program, the courses, the teaching, the research or any other activities of the postgraduate students, the number of postgraduate students, the prospects and the needs of the relevant university in staff and infrastructure, the operational cost and the financial resources. The Minister of Education gives the final approval of the postgraduate study programmes, issuing a decision published in the Official Journal. For the organization and the operation of a postgraduate study programme the competent bodies are the following: the Senate of a Special Composition, the Committee for Postgraduate Study Programmes which operates at HEI level, the General Assembly of a Special Composition, the Coordinative Committee of the postgraduate study programmes and the Director of Postgraduate Studies .
Doctoral programs last a minimum of 3 years, as determined by law. Some programs are structured while others are based on pure research. There was an increase in PhD programs due to the interdisciplinary nature of the topics related to research. In fact, both programs include teaching courses with research activities. Doctoral programs may include activities such as discussions, presentations, workshops, attending seminars or publications. The Law gives students the opportunity to create a doctoral program but only for those faculty that do not already have a post-graduate studies program .
At the end of the study period there is a written thesis that is discussed publicly in front of a committee of seven academic professors.

=== Universities in Country ===

The University of Athens is the most ancient University of the oriental Mediterranean.
The other main Universities are:
* Agricultural University of Athens
* Aristotle University of Thessaloniki (mirror)
* Athens School of Fine Arts
* Athens University of Economics and Business (AUEB)
* Democritus University of Thrace (campuses: Komotini, Xanthi, Alexandroupoli, Orestiada)
* Harokopion University of Athens
* Hellenic Open University
* International Hellenic University
* Ionian University
* National and Kapodistrian University of Athens
* National Technical University of Athens
* Panteion University of Social and Political Sciences
* Technical University of Crete (T.U.C)
* University of the Aegean (campuses: Mytilene, Chios, Karlovasi, Rhodes, Ermoupoli)
* University of Central Greece (campuses: Lamia, Livadeia)
* University of Crete (campuses: Heraklio, Rethymno)
* University of Ioannina (campuses: Ioannina, Agrinio)
* University of Macedonia (campuses: Thessaloniki, Edessa, Naoussa)
* University of Patras
* University of Peloponnese (campuses: Tripoli, Korinthos, Kalamata, Nafplio, Sparti)
* University of Piraeus
* University of Thessaly (campuses: Larissa, Volos, Karditsa, Trikala)
* University of Western Macedonia (campuses: Florina, Kozani)

[[Image:Greece_Uni.jpg|center]]

=== Technological Institutes of Higher Education in Country ===
* Alexander TEI of Thessaloniki (campuses: Sindos, Katerini, Kilkis, Nea Moudania)
* School of Pedagogical and Technological Education
* TEI of Athens
* TEI of Chalkida (campuses: Chalkida, Thiva)
* TEI of Crete (campuses: Heraklio, Chania, Rethymno, Agios Nikolaos, Ierapetra, Sitia)
* TEI of Epirus (campuses: Arta, Ioannina, Preveza, Igoumenitsa)
* TEI of Ionian Islands (campuses: Lefkada, Argostoli, Lixouri, Zakynthos)
* TEI of Kalamata (campuses: Kalamata, Sparti)
* TEI of Kavala (campuses: Kavala, Drama)
* TEI of Lamia (campuses: Lamia, Amfissa, Karpenisi)
* TEI of Larissa (campuses: Larissa, Karditsa, Trikala)
* TEI of Messolonghi (campuses: Messolonghi, Nafpaktos)
* TEI of Patras (campuses: Patra, Aigio, Pyrgos, Amaliada)
* TEI of Piraeus
* TEI of Serres
* TEI of Western Macedonia (campuses: Kozani, Florina, Kastoria, Grevena and Ptolemaida)

[[Image:Greece_Tei.jpg|center]]

== Higher education reform ==

Higher education reform
The existent Law 1268/82 governs the operation of tertiary education and was introduced by the Socialist Government (PASOK) in 1982. There were several changes made to this Law, in particular the 1404 Law of 1983 and the 2083 of 1992.
The main innovations brought about by Law 1268/82, which drastically changed the operation of universities, are the following:
* The old faculties were divided into departments, each of which corresponds to a university discipline area.
* The Chair system, which was the focus of the past organisation of universities, was replaced by the scientific sector (tomeas). The tomeas is responsible to a General Assembly in each Department.
* All policy decisions related to the various levels are taken by the appropriate General Assemblies which consist of all members of the teaching staff and a considerable number of undergraduate and some postgraduate students.
* Undergraduates have equal representation in the electoral bodies for the selection of the administrative heads of the University as the members of the academic staff.
* Members of the teaching staff form a single body with four levels: (i) lecturer, (ii) assistant professor, (iii) associate professor and (iv) professor. Only those belonging to the two upper ranks of the academic hierarchy are elected to permanent (tenured) positions. Appointments and promotion of all teaching staff is made by special electoral bodies, which meet together with the General Assemblies of the departments. New categories of auxiliary teacher, technical and administrative personnel has been created.
* Each university is administered by: (i) the Rector who is supported by two vice-Rectors, elected for a period of three years by an electoral college. The electoral college consists of all the faculty members, an equal number of undergraduate students and representatives of the technical staff, the administration staff, the graduate students, the teaching assistants and the foreign language teachers. Each of the latter groups has a representation which is 5% of the size of the faculty (total 25%), (ii) the Rectors’ Council, which consists of the Rector, the two vice-rectors, one representative of the students and one representative of the administrative personnel and (iii) the Senate consisting of the Rector and the vice-rectors, the deans of the university faculties, the heads of the autonomous departments, one representative of the teaching staff, one representative of undergraduate students from each department, one representative of administrative personnel and a number of representatives of the post-graduates students. All representatives are elected. The Senate is regarded as the top administrative agent of the University. Each faculty, comprising of relevant departments, is administered by: (a) the Dean, who is elected for three years by the General Assembly of the faculty, (b) a Council which comprises the dean, heads of the departments and one undergraduate student from each department and (c) the General Assembly of the faculty which consists of the General Assemblies of the departments.
Each department is administered by: (a) the head, who is elected for two years, (b) the Administrative Council which consists of the head, the directors of departmental sections and representatives of the students and of the technical or administrative personnel, and (c) the General Assembly of the department. The director of each sector, who is elected for one year, and the General Assembly of the sector are the administrative agents.
* A National Academy of Letters and Sciences (EAGE) and a National Council of Higher Education (S.A.P.) as already described, were established by the new law, as advisory bodies to the Government and as a co-ordinating supervisory agencies on teaching, research, undergraduate and postgraduate programmes, evaluation and appointment of academic personnel, creation of new universities or units in them, allocations of funds etc. However, the National Academy of Letters and Sciences has never functioned because of the negative reaction to it of the professorial body.
* The undergraduate studies were reorganised into "semester courses" and a basic structure for the promotion of graduate programmes was set up.

As stated above, Law 2083 in 1992, modified Law 1268 of 1982. The main modifications were the following:
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was reduced to 50% of the faculty.
# The election of the Vice-Rectors became a separate procedure from that of Rectors.
# A four-year plan for the creation and advertisement of teaching staff positions was established.
# The role of administrative bodies with a small number of members was strengthened.
# Members of the teaching staff were ranked according to the service they provide (full time or part-time employment).
# Two cycles of undergraduate studies were established. The first cycle has four semesters. Passing the examinations in all subjects taught during the first cycle is a prerequisite for the continuation of studies in the second cycle.
# Students who fail to complete their studies within the prescribed period of time, extended by two extra years, were not entitled to any kind of financial aid awarded by the state.
# Postgraduate studies and the functioning of research programmes was reorganised.
# Free distribution of academic textbooks was restricted only to students with low annual income.
# New academic institutions such as the Centre for the Greek Language, the Open University and the Committee for Evaluation of Higher Education were created.

The above measures have been further modified or abolished by Law 2188/94 (Minister of Education D.Fatouros) as follows (retaining the numbering above):
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was increased to 80% of the faculty.
# The election of the Vice-Rectors is not a separate procedure from that of Rectors.
# A one-year plan for the creation and advertisement of teaching staff positions was established.
Points 5, 6, 7 and 9 were deleted; 8, and 10 remained the same
Special regulations concerning "guest" students and the mobility of teaching staff and students were also introduced by the new law. This is an attempt to adjust the legal framework of Greek higher education to the context of European Union and to promote co-operation with other countries.
Finally, both the organisation and the functioning of the Technological Education Institutions (TEIs) is based on the Law 1404/1983, and Presidential and Ministerial decisions issued in connection with this Law. The TEIs are distinguished from the AEIs, in terms of their purpose, function (including their administration), staff qualifications and hierarchy, the length of programmes and the fact that they offer no postgraduate courses.
However, their organisation and operation is similar to those of the AEIs. TEIs are oriented towards the application of recent technological knowledge and practice, while AEIs are more science and research-based institutions. Thus, the TEIs have direct links with various productive enterprises where most of the students’ practical work is carried out.
TEIs are self-governing bodies enjoying academic freedom and freedom of teaching and
research. They are divided into schools and departments similar to those of AEIs. Each
TEI together with its schools and departments is administered by members elected by
the General Assemblies in which the teaching staff, an important number of students'
representatives and a number of support personnel representatives participate. The permanent teaching staff are grouped according to three scales: laboratory professors, assistant professors and professors. Possession of a doctorate is a necessary prerequisite for appointment to the rank of professor.
The new law for TEIs provides for the establishment of two Advisory Services at the MoE to offer TEIs advisory support. They are: (a) the Council for Technological Education (Symboulio Technologikis Ekpedefsis - STE), (b) the Institute for Technological Education (ITE). In addition there are Regional Technological Councils whose role is to facilitate the formation of links between TEIs and productive units for economic and any other support .
The legal basis for the organization of university, is the Article 16 of the Greek Constitution which declares that education is a fundamental mission for the State. In addition, it states that higher education can be provided exclusively by institutions which are legal and independent entities under the public law, and it forbids to private institutions to provide university courses. The current situation is changing: in the Greek Parliament there are extensive debates on the amendment of this article, that will enable private non-profit HEI, with some prerequisites for quality .
This new Law “The Reform of the Institutional Framework for the Structure and Operation of Higher Education Institutions” was submitted to the Plenary of the Greek Parliament and was approved on 8 March 2007.
This law regulates the structure of secondary education and is based on Law 1268/1982 that covers only the university sector. The technology sector has a different legislative framework (Law 1404/1983) and up to 2001 the TEI were not regarded as institutions of higher education. The new Law 3549/2007 specifies that the university education comprises two parallel sectors, university and technology, and refers to both types of institutions. This law wants to transfer more responsibility to the HEI, through the internal regulation. The status of the rector is valued: he can be elected by all students and staff and will have the power to exercise legal control and appoint the academic staff.

The most important innovations introduced by the new Law 3549/2007 obligate HEIs:
* to compile internal regulations in order to ensure their even operation and enhance their autonomy;
* to compile a four-year academic-development programme, where their mid-term and long-term goals will be defined and their strategy will be planned;
* to elect their leadership through immediate and collective participation of the academic community groups in the election procedure. The position of HEI Secretary has been introduced for the better management of administrative and financial matters;
* to redefine the concept of academic immunity (asylum);
* to enhance student support services and assign tutors to students;
* to adopt measures in support of students from weaker financial classes such as: compensative scholarships, interest-free educational loans as well as support provided to disabled students;
* to enhance their libraries;
* to establish social accountability and transparency procedures;
* to enhance the European and international dimension of Greek higher education.

Other issues, which should be defined by the internal regulations, are added in the new Law 3549/2007:
# the deontological rules for all the members of the academic community as well as the procedures and the control bodies established for their observance;
# the operation rules of the collective bodies and the obstacles to the participation in those bodies;
# the participation in research or other programmes;
# the operation of the student support services and the exercise of a tutor’s duties by teaching and research staff members;
# the general rules for operating libraries, study and reading rooms of an institution;
# the extent, procedures and requirements for awarding exchange scholarships to students;
# the procedures and requirements for ensuring the safeguarding of the institution and its property in the most efficient way;
# the proportion between obligatory and optional courses of the syllabus and the necessary requirements for students’ participation in all exams;
# the procedure for designing and revising the four-year academic and development program as well as the annual report;
# the specialization of the prerequisites and procedures for the election, advancement or permanent appointment of teaching and research staff members or research staff members;
# the way representatives of the teaching and research staff members or of research staff members from every section are appointed in the General Assembly of a department;
# the composition of the support secretariat for the Secretary of the institution, the qualifications, the selection procedures and the competencies of the Secretary of the institution;
# the way the electoral procedures are conducted for the emergence of the collective bodies of the institution; and
# the integration of the decision made by the qualified body of the HEI with regard to the designation of the HEI’s areas covered by academic asylum.

“''Our aim is to ensure that our HEIs have the necessary resources to continue to fulfill their full range of purposes. Those purposes include: preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base; and stimulating research and innovation.”''
[Ministers for Higher Education, London Communique, 18 May 2007]

=== The Bologna Process ===

Greece is a founding member of the Bologna Process (1999). Beginning with 2004, intensive efforts have been made in order to implement everything agreed within the framework of the Bologna Process. While in all the other European countries reforms were rapidly implemented, in Greece delays occurred. Today, 46 countries, including Greece, actively participate in the creation and establishment of the European Higher Education Area; Greece is a member of the Bologna Follow-Up Group and was a member of the Board during 2005-2006. Greece also takes part in the Stocktaking Group and in the External Dimension Group (2005-2007). As a member of the European Union, Greece participates, within the framework of the Lisbon Strategy, in the effort to “make Europe the most dynamic Knowledge Society worldwide” and can only go along with the decision of the heads of states and governments made in Barcelona in 2002, which sets the Bologna Process as the basis for cooperation in higher education.

The most important legislative reforms and developments relating to the Bologna Process since Bergen are the following:

'''''Quality Assurance, ECTS, Diploma Supplement'''''

Law 3374/2005 regulates quality assurance in higher education, the establishment of the European Credit Transfer and Accumulation System and the Diploma Supplement. The law establishes for the first time a national system of quality assurance in Greek higher education, which addresses both universities and TEIs. It also realizes the commitments undertaken by the Ministers of Education in Berlin (2003), complies with the European Standards and Guidelines suggested by ENQA and its partners (EUA, EURASHE, ESIB)
and adopted by the Ministers of Education in Bergen (2005), fully respects the autonomy of the institutions and ensures student participation. The above law determined the obligatory application of a credit system, fully compatible with the European Credit Transfer and Accumulation System (ECTS), for all undergraduate and postgraduate study programmes.
Moreover, Law 3404/2005 , which regulates operational and study issues, further contributed to the improvement of the quality of TEIs and established new permanent positions for the educational staff.

'''''Recognition of Degrees'''''

Law 3328/2005 for the establishment of a new Agency for Degree Recognition (DOATAP) was created in order to simplify the procedures for recognition of degrees and study periods. DOATAP is a member of the NARIC network.

'''''The European Dimension, Recognition of Joint Study Programmes and Mobility of Students and Staff'''''

Law 3404/20055, Article 23 on Joint Postgraduate Study Programmes and Joint Doctorates, gives universities the possibility to award double, multiple and joint degrees and allows the use of a language other than Greek in postgraduate study programmes. Thus, it enhances the cooperation between Greek and European HEIs, the mobility of students and academic staff and the European dimension of Higher Education. Moreover, Law 3549/2007 also stipulates the possibility to organize undergraduate study programmes in languages other than Greek.

'''''Lifelong Learning'''''

Within the National Strategic Development Plan (2007-2013), an intergraded lifelong learning policy has been planned because Greece has significantly fallen behind compared to the other European countries. Thus, with the cooperation of the Ministers of Education and Employment, the National System of Connecting Vocational Education and Training was established and the framework for the organization of lifelong learning was created with Law 3369/2005. This law was recently supplemented with Law 3577/2007 .
As far as higher education is concerned, Law 3369/2005 on Lifelong Learning enables the universities to establish and run lifelong learning institutes and have additional revenues, since they can charge fees for training courses. The substantial participation of HEIs in lifelong learning places universities at the centre of the social and financial life of the country and of the region where they are located. They provide citizens with new and often innovative and flexible opportunities for regular and distance-learning and, at the same time, they assume a key role for the adaptation of the workforce to the structural and
technological changes rapidly taking place in the professional fields today. Moreover, the Hellenic Open University, whose study programmes are mainly addressed to the working population, has been facing a rapid development as new programmes were added in all three cycles and new training programmes were created.

'''''The External Dimension of the Bologna Process'''''

Law 3391/2005 regulates the establishment of the International Hellenic University and aims at enhancing student mobility. Moreover, as a member of the External Dimension Group of the Bologna Process, Greece organized a Bologna Seminar on “Putting European Higher Education Area on the Map: Developing Strategies for Attractiveness”, which took place in Athens, on 24-26 June 2006. The participants were mainly higher education stakeholders from the countries participating in the Bologna Process, but also representatives of OECD non-European and Mediterranean countries, representatives of the European Commission, consultative members of the Bologna Process as well as
representatives of international and student organisations (ESIB and AEGEE). The Bologna Seminar meant another step forward in defining the external dimension of the Bologna Process, stressed the need to enhance and bring out the quality of the European Higher Education Area and the need for adopting a concrete strategy on the attractiveness of the European Higher Education Area, which will be the European answer to global challenges.

'''''Mobility through Cycles, Access and the Removal of Obstacles'''''

A series of legislations resulted in the upgrading of those institutions belonging to the non-university sector and, with the exception of the higher ecclesiastical academies, are under the main supervision of other ministries. Thus, these institutions will issue Bachelor’s degrees and their graduates will be able to continue studying in the two next cycles at universities.
─ Law 3432/2006 upgrades the status of the higher ecclesiastical academies supervised by the Ministry of National Education and their degrees become equivalent with those of the higher education institutions.
─ Law 3413/2005 allows higher military schools (supervised by the Ministry of Defense) to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities).
─ Law 3450/2006 upgrades the status of the merchant maritime academies (supervised by the Ministry of Mercantile Marine) which are currently able to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities). Moreover, Law 3475/200612 regulates, among others, the access of secondary vocational education students to the higher technological sector.

'''''Student Participation'''''

Full participation of students in the governance bodies of HEIs has been ensured. Moreover, student unions participate in the National Council of Education, while Law 3374/2005 on quality assurance has also ensured students’ participation in quality assurance procedures. In addition, the Minister of Education and Religious Affairs has
signed Law 3443/200613, which enacts local youth councils and their participation in local governance, so that young people can become active citizens.

== Administration and finance ==

The Ministry of Education and Religious Affairs (ΥΠΕΠΘ/YPEPTH) is responsible for the administration of all the schools in the country: an administration carried out through the Central and Regional Services and through councils of a consultative and scientific nature that have been created and function in the Ministry’s Central and Regional Services.
Higher Education Institutions (AEI), are self-administered legal entities under public law and the Minister exercises supervision and monitors the legality of their actions and decisions through the Ministry’s central services.

'''''National level'''''

The Minister of National Education and Religious Affairs has the main responsibility for the planning and implementation of the education policy. In his/her task is seconded by two Deputy - Ministers who have specific areas of responsibility.
Under the Minister of Education also come: the General Secretariat for Youth (ΓΓΝΓ/GGNG) whose task is to secure and promote the rights of young people; the General Secretariat for Adult Education (ΓΓΕΕ/GSAE) responsible for planning, co-ordinating and implementing policies on a national scale and with regard to Greek expatriates, actions related to Lifelong Learning and especially: basic adult education, general adult education and training, socio-cultural training and education, open distance learning, as well as training of trainers.
Lastly, under the Ministry of Education also falls the General Secretariat of Religious Affairs that supervises the application of the government policy in the field of religion.
The administrative structure of the Ministry of National Education and Religious Affairs
(ΥΠΕΠΘ/YPEPTH) includes a vertical structure of Departments, Directorates, General Directorates and Integrated Administrative Sectors.
There are six Integrated Administrative Sectors (University Education, Administration of Community Support Framework Programmes, Greeks Abroad and Inter-Cultural Education, Studies, Training and Innovation Issues, Technological Higher Education, Audiovisual Teaching Aids, Education TV, Libraries and Historical Archives) headed by Special Secretaries, appointed by a joint decision of the Prime-Minister and the Minister. The Heads of the General Directorates are Directors General that are selected from among the permanent administrative officials by a Special Service Council. They are responsible for planning activities, coordinating the operation of the Directorates and Administrative Sections under them, evaluating the policy pursued in their sphere of competence and drafting proposals to be sent to the political leadership of the Ministry of Education.

'''''Regional Level'''''

In the context of the education decentralisation policy, Administration is exercised at a Regional Level by the Regional Education Directorates while, at a prefectural level, by the Directorates and the Primary and Secondary Education Offices, Regional Service Councils and Education Committees.
For administering and monitoring the operation of Primary and Secondary Education Institutions there is the Regional Education Directorates which relate directly to the Minister of National Education and Religious Affairs. Each Regional Education Directorate consists of the following Departments: a. Administration, b. Scientific-Pedagogic Guidance of Primary Education and c. Scientific-Pedagogic Guidance of Secondary Education.

'''''Local Level'''''

At local level (municipality or community), there are Scholikes Epitropes (School Committees), Municipal or Community Legal Entities, that manage the funds allocated to cover operating expenses for one or more Primary and Secondary schools depending on the local needs as evaluated by the competent local authorities.
The School Committees are assigned to manage the budget for the operational costs of Primary and Secondary Schools and to support the administrative operation of school units.

'''''Funding'''''

The sources of funding of Greek university are the regular state budget and the Program of Public Investment, which has two levels, one national, financed with national funds, and the community one, which includes European funds (Operational Programme for Education and Initial Vocational Training – O.P. “EDUCATION”, 2000-2006).
This second type of funds include the modernization of university education and the creation of new infrastructures, studies and materials and funds for research.
The Minister of Economy and Finance, Minister of Education, Universities and TEI are the entities involved in the distribution of funds, both those of the state budget and those of the Program of Public Investment. Although it is an informal process, as a good practice, the Minister of Education along with the Rectors’ Conference and the Conference of the TEIs’ Presidents agree upon the total amount and the allocation of funds. Then, each individual HEI cooperates with the Ministry of National Education in order to define the annual amount based on the Unified System of Allocation Criteria of the regular state budget.
The budget allocated to education is increasing year after year, and a satisfactory rate is assigned to university education. In compliance with the OECD, in 2003 was dedicated to education university the 1,3% of GDP: according to Eurostat data, Greece is the European country to increase their funding for higher education, with a approximately 98% (EU average: 82.8%); on the contrary, the contributions that come from households and private funds are approximately 1% .
In fact, Greece is one of six states of the European Union that does not require charging for university education. The funds for universities and TEI come regularly from the national budget and are used primarily for operating expenses that include: the payment of teachers and research staff, students’ blackboards and textbooks and teaching materials. In relation to the budget of 2007, about 1.5 billions of euros have been allocated to universities, TEI and to the Academy of Athens, while 832,000 euros are for the Hellenic Quality Assurance Agency. The funds of the Public Investment Program is intended to infrastructure, studies and educational materials.

== Quality assurance ==

Until 2005 there was no system of quality assurance in university education, until it was enacted with the 3374 Law .
This law has established a quality assurance system for the entire university education, which includes both the technology sector and the university one. This law complies with the European standards and guidelines suggested by the European Association of Quality Assurance (ENQA) and its partners (EUA, EURASHE, ESIB / ESU), which were adopted first by the Ministry of Education in Bergen.
The Greek Quality Assurance System includes:
* internal assessment
* external review
* publication of results
* participation of students
* peer review

The university system evaluation is coordinated and supported nationally by an independent and specific authority for the assessment, called the Hellenic Quality Assurance Agency (HQAA) and supervised by the Ministry of Education.
The Hellenic Quality Assurance Agency (HQAA), established by Law 3374/2005, also has a consultancy role since it keeps the competent bodies of the state and the higher education institutions informed on current international developments and trends in the relevant issues.

This agency is based in Athens and is made up of 15 members appointed by the Minister of Education who remain in office for 4 years and can not fill this role for more than twice, whether consecutive or not, and are also allowed foreign experts. The President must be an academic with an internationally recognized authority and with a significant research activity, preferably with experience on qualitative issues and on the development of the education system. The other members are representatives of the academic staff of universities and technology institutes, students, researchers and social partners.
This agency ensures the transparency of the evaluation procedures and its mission is to support the organisation of the university education through the implementation of procedures: improving the quality of university education by informing the state and HEIs on international developments and trends, promoting research in the area.
In particular, some of the major responsibilities for HQAA are:
* The HQAA plans, coordinates and supports HEIs’ evaluation procedures;
* Employs guidelines and standards to specify and review the form of HEIs’ evaluation reports, as well as the evaluation criteria and indices;
* Compiles, keeps and revises the Register of independent Greek and international experts and specialists in the area of Quality Assurance;
* Collects information and maintains a database with data from the evaluation reports of all Greek HEIs;
* Performs studies and carries out research in order to develop the methodology, techniques and applications of quality assurance and keeps all competent bodies of the state and the Greek HEIs up-to-date;
* Maintains mutual cooperation with corresponding foreign organizations and represents Greece in international quality assurance networks;
* Publishes the evaluation results and the measures adopted for quality assurance and improvement of higher education.

The law divides the evaluation process into two levels: the internal and external evaluation.
The internal evaluation is the first step for the external assessment and is carried out by each academic unit (that is the subject of the evaluation) and consist of the systematic assessment and recording of instruction, research or other activities in relation to the objectives and mission of the HEI . To take part in this internal evaluation, which lasts two semesters, are research and teaching staff members, scientific and administrative staff member and student representatives.
The criteria and evaluation indices concern the quality of teaching and research activities, the quality of study programs and other services provided by HEI. These indices and criteria are standardized and specified under the guidelines of HQAA and depend on the field of studies of each academic unit.

The '''internal evaluation''' is being conducted under the responsibility of each academic unit in cooperation with the Quality Assurance Unit, a body found in every HEI to coordinate and support the assessment procedures.
An internal evaluation report contains cumulative information with quantitative data on students, teaching-research staff, educational and other scientific staff, administrative staff, infrastructure, student welfare etc. The HEI’s Internal Evaluation Report is compiled every two years by the QAU and sent to the HQAA.
The external evaluation process is repeated every four years at the latest with the cooperation of HEIs and the HQAA. The external evaluation is carried out by the External Evaluation Committee (EEC), which consists of five members from the register of independent experts kept at the HQAA. One of the members of the EEC may be nominated by the academic unit under evaluation but the remaining members are elected by the HQAA. The participation of at least one foreign expert and one representative from a professional or other scientific union in the External Evaluation Committee is also desirable. The EEC takes into consideration the self-evaluation report and makes an in situ visit to the evaluated academic unit, which has to facilitate as much as possible the committee’s work with supplementary information, discussions and contacts with the members of the academic unit. The EEC compiles the draft external evaluation report with the secretarial and administrative support of the HQAA and this draft report is then notified to the academic unit under evaluation, which then has to submit its remarks within a fifteen-day time limit from the date of the notification of the draft.

The '''external evaluation''' is completed within four months with the External Evaluation Report which is submitted to the HQAA. After the evaluation processes have been completed the HQAA makes the External Evaluation Report public. The External Evaluation Report includes the independent experts’ analyses, findings, and recommendations for the measures that need to be taken in order to improve the quality of the task of the institution.
There is only one body with the task of the recognition of foreign degrees and periods of study: the National Academic Recognition and Information Center (Hellenic NARIC – DOATAP): it is responsible for the recognition of study titles issued by foreign higher education institutions, both universities and foreign technological institutions and for providing information on studying in Greek HEIs. The Hellenic NARIC is located in Athens and is supervised by the Ministry of National Education and Religious Affairs. The Hellenic NARIC also has a consultancy role on issues concerning the recognition of foreign degrees and is the responsible body for the elaboration of the Action Plan for Recognition submitted in the London Ministerial Conference .

== Country's HEIs in the information society ==

=== Towards the information society ===

Today one of the main priorities of Greek educational policy is continuous improvement, with respects to the integration of ICT, into the educational sector. Numerous actions have been implemented and are being further developed in relation to ICT integration; such actions are coordinated by the Ministry of Education and Religious Affairs in the framework of the Information Society Programme .
In the framework of this programme, the infrastructure (broadband connections across the country, networks, and computer equipment) is being further developed and maintained, digital content and services (educational software, educational portals, educational services, e-management) are being enriched and expanded and teacher training
continues to emphasise the exploitation of new technologies in educational practice.
Moreover, the following pilot Actions are being planned and implemented:
the distribution of laptops to students, the development of the “ideal school lab”, the development of virtual teacher training, virtual learning environments and virtual content management systems, on-line interactive educational TV.
At the same time, the Hellenic Ministry of Education and Religious Affairs has launched a coordinate effort for the utilization of ICTs and their incorporation into the everyday educational procedure. This effort is implemented in the fields of the third Community Support Framework mainly from the Operational Program of Information Society, (OPIS) under the direct supervision of the General Secretary of the Hellenic Ministry of Education and with the support of the Hellenic Ministry of Education Information Society office and the "Strategy for ICTs in Education" Committee.
It is constructed onto four lines of action:
* Installation and support of network and computational equipment.
* Development of software and digital content for educational and administrative purposes (educational software, information systems, Internet content e.t.c.).
* Training of the educational community on ICTs, targeting to the utilization of the above areas.
* Modernization of administration areas.

The aims of this Strategy are:
* The incorporation of ICTs in the teaching process.
* The support of the Informatics lesson taught in high school, senior high school and technical school.
* The support of every cognitive area through the use of ICTs.
* The elimination of digital illiteracy and variations on ICT skills.

=== Information society strategy ===

Since 2002, there are activities targeted to the elaboration of a systematic approach towards :
* Compliance with EC directives regarding e-Accessibility
* Initiatives related to e-Inclusion in the context of the Operational Programme "Information Society" of the 3rd Community Support Programme (Secretariat for the Information Society, Hellenic Ministry of Economy and Finance) in the domains of: Education and Culture, Health, Employment, Public Administration, Telecommunications.
The Digital Strategy 2006-2013 is addressed to the challenges of the 4th Community Support Programme and i2010:
* Infrastructures (broadband access, development of accessible one –stop shops, subsidies for ICT equipment for specific population groups)
* Education (incentives for the development of accessible educational content and distant learning)
* Health (Accessible regional e-health services, universally accessible health records and other related information)
* Public administration (accessible e-services for the regional government, digital content and information services, an important example is the International Call for Tenders conducted by the Greek Pedagogical Institute in 2006. It aims for the development of a digital library and its best practices in certification and implementation of educational software).
The digital strategy 2006 – 2013 replaces the “white paper” for the information society and strengthens the role of the existing Operational Program for the Information Society, by re-examining its goals. At the same time, the new digital strategy meets the challenges of the 4th Operational Period (2007-2013) and is compatible with the new European policy for the Information Society “i2010” and with the “Jobs and Growth” action plan, both of which were outlined in the first semester of 2005.

== Virtual Campuses in HE ==

=== Interesting Virtual Campus Initiatives ===

==== The Hellenic Open University ====
In 1992, while attempting to reform the institutional framework of higher education the establishment of the Hellenic Open University (Elliniko Anoichto Panepistimio - ΕΑΠ/EAP) was decided. HOU is the only HEI that providing distance education at all three levels (undergraduate, postgraduate and doctorate) as well as training courses. It was finally established in 1997 and began operating in 1998. Like all the other public universities in Greece, the Open University is a legal entity of public law, completely independent and autonomous . It was established by Law 2083/92 and it is seated in Patras but various activities such as consultative meetings and exams are organized in eight Greek cities (Athens, Thessaloniki, Patras, Heraklio, Ioannina, Xanthi, Piraeus and Larissa).
HOU’s overarching characteristics were defined and formed by the first administrative committee’s decisions (time period 1995 to1997) and was significantly informed by the British Open University model. This historical legacy significantly influenced the formation and operation of the institution .
The model of the tutor-counselor, as employed at the British Open University (Sewart, 1980), has also been adopted by the HOU. HOU’s planning and organization of its program offerings are based on explicit goals, clear guidelines, and detailed instructions to guide its students and its tutors. According to its instructional publications, HOU adopted Holmberg (1989) ideas on the central role distance learning materials play in students’ mastery of distance learning studies. HOU also faces internal and administrative challenges, some of which do not support or assist in developing its distance learning methods that can be easily delivered via ICT. The HOU, nonetheless, is welcomed and supported by most Greeks, primarily because it offers them a second choice and, sometimes, a chance at accessing the fruits of education. In the academic year 2006-2007, HOU served 15,026 undergraduate and 8,624 graduate students enrolled in six undergraduate and 24 graduate courses .

The mission of the Hellenic Open University (ΕΑΠ/EAP) is to provide distance undergraduate and postgraduate education and adult education, by developing and utilising appropriate educational materials and teaching methods. Among the goals of the HOU is to promote scientific research in a flexible and innovative way and to develop technology and methodology in the field of distance learning and also to offer University studies to those who cannot attend classes or laboratories for whatever reason.
The ΕΑΠ/EAP organises:
* Undergraduate study programmes leading to a degree.
* Postgraduate training programmes that lead to certification of training.
* Postgraduate training programmes that lead to a postgraduate specialisation degree or doctoral degree.

During the process of student selection, priority is given to applicants who are over twenty-three years of age, therefore, most of the students are employed and their average age is of 30-40 years old. Moreover, students with special needs are admitted to the Hellenic Open University and the available places for them amount to an additional three percent of the set number of places for undergraduate study programmes. For admission to an undergraduate programme a high school degree is necessary. The number of applicants is usually much greater than the number of offered places and this why candidates are selected by electronic lot in the presence of a district attorney for ensuring transparency.
HOU has introduced some innovations in the Greek higher education system. These are :
# Studying exclusively through distance learning.
# The application of a modular system and the replacement of courses by the flexible form of modular courses, which can be easily altered, according to the social and educational needs at the time.
# Introduction of a five-level educational system that covers all levels from post-secondary vocational training to doctorate level.
# Foundation of a University Laboratory for Educational Material and Methodology Research.
# Foundation of a University Evaluation Unit.
# The simplification of governance structures with the abolition of the Rectors’ Council and the establishment of a flexible Senate.
# The introduction of HOU’s basic functional unit, the Course Modules that cover a specific study field at undergraduate or postgraduate level. Each course module is equivalent to three semesters in a Greek university.
HOU consists of four schools: the School of Humanities, the School of Social Science, the School of Science and Technology and the School of Applied Arts. These schools award Bachelor, Master and PhD degrees and certificates of training or of attendance. The average time for studies is six or seven years for the undergraduate studies and four years for the postgraduate studies. HOU is a rapidly developing higher education institution. Only two study programmes in 1998 compare to the thirty-one that operate today (2006-2007).

At the same time, there is a rapid yearly increase in the number of students, and the number of applicants exceeds the offered places of study.

[[Image:Greece_HOI.jpg|center]]

===== Teaching Method =====
The objectives of the Hellenic Open University (ΕΑΠ/EAP) are achieved through the use of methods of teaching and learning from a distance. These methods are based on high quality educational material which must be appropriately developed in terms of both form and content in such a way as to guarantee high quality self-education and frequent assessment of students. This material is traditional (books, notes, evaluation forms), audio-visual (sound tapes, videotapes, optic discs) and in any other electronic form (multimedia and Internet).
Most educational materials used by HOU are original, that is they are created by a team of experts. This team, for example, determined responsibilities and frames within which each team member operated. Members included: a writer, who wrote the material following particular specifications demanded by form and content; an academic responsible for each program; a reader, who ‘fact checked’ the study texts for scientific quality; and, finally, a DE expert who ensured that all texts complied with the pedagogical principles needed to support effective DE delivery. Construction of distance pedagogical scientific knowledge, within the creation of original educational material produced by HOU, reflects: a) strong classification of material based on strict specifications and the involvement of special scientists in the scientific area that ensure the scientific validity and reliability of HOU’s learning materials, b) strong framing because the relationship and terms of collaboration are pre-determined and everyone works on specific, known, and irrefutable rules. In certain cases were the writers were unable to adapt their work to the specifications required, projects were cancelled .
The pedagogical practices, as formulated in the HOU, with the criterions of the ‘power of framing’ and ‘PECS’ are now examined :
# In the HOU, educational material packages consist of: books, cassettes, videos, CD-Rom, and educational software supported through the use of ICT (Act 1/7-11-1995). The creation of an electronic bank of educational material (i.e., learning objects) is currently under consideration (Act 18/11-12-1996).
# Modules are accompanied by detailed timetables of study and students deliverables in the form of written work and tests (HOU, 2002). Thus, the following are determined:
#* Lock-step sequencing of DE contents provides students a timeline for learning and knowledge acquisition. Students are also given instructions on the applicability of additional learning materials available to them to help them master the subject material on a deeper level (i.e., additional texts, books, and audiovisual materials that are not part of the course per say, but are nonetheless helpful).
#* HOU students learn in a paced environment. HOU’s academic year is divided to 32 weeks, beginning the first week of October. Students are made aware of the time they need to spend to study of each chapter (e.g., one or two weeks) and of deadlines and timelines they must meet in handing in their written work and assignments.
# By regulating all facets of students’ studies, evaluative criteria are determined. That is, the questions concerning the rights and obligations of teachers and students in sub-areas such as ‘communication’ are defined. For example, teachers must be available for student consultations during specific times; moreover, all comments on all written assignments must be returned to students within 15 days of receipt. In terms of quality assurance, HOU evaluates its teachers via a student questionnaire that asks pointed questions as to whether or not teachers failed, met, or exceeded students’ expectations on basic criteria such as timeliness, accessibility, and instructional efficacy.

HOU uses a comprehensive regulatory framework to support its students. As such, strong framing exists concerning ‘relationships’ cultivated inside the institution itself. Indeed, HOU is uses clearly defined hierarchical relations of power on two levels:
# First, HOU’s administrative committee decides the general policy of the institution. The chairman plays a central role in providing direction and guidance to the administrative committee. For example, A. Lykourgiotis, the first chairman of the administrative committee, when taking into consideration the opinions of committee, formally articulated HOU’s educative and organizational features (Koustourakis, 2006). This shows strong framing in the rule sequencing/ pacing and criteria and in the regulative rules between academic personnel, tutors, and HOU’s administrative committee.
# The second level concerns the operation of HOU’s various programs and modules. In this case, HOU’s program directors and module coordinators coordinate and supervise how established instructional policies will guide HOU’s various programs and study modules. Sub-committee teams comprised of instructional personnel (i.e., teachers and tutors) working on specific modules, participate in this process. At first glance, this appears to show relatively weak framing in terms of communication among the teachers/ tutors. The coordinator of each module, however, is typically a member of the HOU’s academic personnel, and their decision is central in that this person determines and directs daily the work flow of the overall team that must deal with HOU’s day-to-day procedural affairs, such as the formulation and/ or choice of subjects on offer, pedagogical approaches that should be best taken, and the development and administration of final written examinations.

The methodology used for EAΠ/EAP Undergraduate Programmes of Study is that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* laboratory practice of students at the laboratories of the EAP at Patras (wherever this is provided in the Curriculum);
* final and repeat examinations held for each thematic unit all over Hellas at the same time.

The undergraduate students can attend the programme of studies of their choice from wherever they live in any region of the country or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens, Thessaloniki, Herakleio, Ioannina, Xanthi, Piraeus and Larisa.
As regards the ΕΑΠ/EAP Postgraduate Programmes of Study leading to a Postgraduate Specialisation Diploma (ΜΔΕ/MDE) or to a Certificate of Postgraduate Study, the methodology used is also that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* final and repeat examinations.
The postgraduate students can attend the programme of studies of their choice from wherever they live in any region of Hellas or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens and Thessaloniki.

===== Courses offered =====
'''Degrees'''

* Studies in the Physical Sciences
* Information Science
* Administration of Businesses and Organisations
* Studies in Hellenic Culture
* Studies in European Culture
* Spanish Language and Culture

To complete the undergraduate programme and be awarded a degree, the student must successfully complete and be examined in at least twelve (12) Thematic Units. The student selects from one (1) to three (3) Thematic Units per year .

'''Postgraduate Specialisation Diplomas (ΜΔΕ/MDE)'''

* Administration of Tourist Enterprises
* Administration of Health Units
* Administration of Health Services of the National Health System
* Banking
* Administration of Cultural Units
* Environmental Planning of cities and buildings
* Environmental Planning of infrastructure works
* Quality Assurance
* Postgraduate Specialisation for English Language Teachers
* Postgraduate Specialisation for German Language Teachers
* Postgraduate Specialisation for French Language Teachers
* Studies in Education
* Adult Education
* Seismic engineering and anti-seismic structures
* Technical Works Management
* Postgraduate specialization in computer systems
* Studies in Orthodoxy
* Graphic arts – Multimedia
* Waste management
* Advanced studies in Physics
* Environmental degradation and protection
* Postgraduate specialization for Physical Sciences Teachers
* Postgraduate studies in Mathematics
* Business Administration (MBA)

For students to complete their postgraduate studies and receive their MDE, they must have completed and been successfully examined in four (4) thematic units. Another requirement is a thesis that reflects the content of one or two Thematic Units according to the programme. For students to complete their postgraduate studies and receive their Certificate of Postgraduate Study, they must complete and have been successfully examined in one (1) Thematic Unit (duration of studies at least one academic year).

Comparing the educational practices between HOU and conventional Greek universities, however, is like comparing apples to oranges. While traditional universities operate in a teacher-centered context, HOU students are placed at the epicenter of HOU’s educational process. HOU students must learn how to learn at a distance. Clearly, this demands more flexible practices on the part of HOU in terms of providing student support, from writing student-centered educational materials designed to meet the needs of adult learners learning at a distance, to the level and dynamics of online communication between students and tutors, to the support of student-centered learning, to the deployment of Group Advisory Meetings, and most importantly motivating students to cognitively process and synthesize and learn the course materials by themselves with only a tutor there as a “guide on the side” to help them succeed in their learning journey. In the last case, elements of interpretative epistemology enter the HOU, which is aimed at making the institution friendly and accessible to its students by supporting and encouraging their self-driven effort for education and training.
The majority of HOU’s students are busy adults juggling family and work responsibilities, while studying part time. HOU’s role of the tutor, which is based on the British Open University exemplar, currently shows weak framing in terms of students-tutor relationships. This is why the development and deployment of ICT is helpful for the success of HOU’s students. Such technologies not only help build working relationships between tutors and students, but also help students to help themselves to the panoply of online resources and educational materials that can help them learn at a distance. Unfortunately, HOU currently lags behind many other open and distance education institutions in the world, specifically in terms of incorporating and using ICT to support and aid students in their learning. The lack of suitable online educational (digital) materials, coupled with the reality that computer and Internet usage in Greece – primarily due to high cost of access – remains low, means that HOU faces significant challenges in terms of supporting students using ICT. The good news, however, is that this is slowly changing, as reflected in the high-level use of ICT by the HOU for administrative purposes.

=== Interesting Programmes ===

'''Aristotle University of Thessaloniki'''

Aristotle University in Thessaloniki is innovative since 1995 where takes place the first pilot applications for the exploitation of new technologies in education within the 1st EE funded project. Since 1997, there is an important effort to transform the bigger university in Greece in dual mode university that can provide a great part of graduate and postgraduate programs with both traditional methods and distance learning, with the creation of 6 virtual tele-classes and one tele-conference room. Academic community members can participate in distance learning activities, educational seminars and conferences with experts. A great number of teleconferences sessions took place within these last 8 years between Aristotle University and other academic units all over the world, where students and faculty from all participating universities had the opportunity to attend lectures, to participate in international conferences and to effectively train through seminars professionals such as teachers in all levels of education in new technology aspect.

'''University of Macedonia in Thessaloniki'''

The University of Macedonia, located in Thessaloniki, has a great laboratory with a significant experience and expertise in coordinating and participating in a large number of national and international research projects under FP5/IST, FP6/IST, Interreg. The laboratory has also provided consulting services for the European Commission as well a number of national organizations e.g. Ministry of Interior, Prefecture of Thessaloniki, Region of Central Macedonia etc. and it has collaborated with a large number of major academic institutions, research organizations, private enterprises and public authorities in Europe. There are many completed and running projects in this area, both Greek and European; for example, Innovative Enterprise Architecture Education and Training Based on Web 2.0 Technologies (EATrain2).
The aim of the EATrain2 is to identify the training and educational needs of employees in both public and private sector and of university students and to fulfil these using innovative pedagogies and practices based on Web 2.0 technologies and active, problem-based learning approaches. The main result of the project is expected to be: the empowering of Universities, VET organizations, students and employees through innovative training, teaching methods and practices based on Web 2.0 technologies. EA training and teaching material for students, public employees and private employees and an education and training platform based on Web 2.0 technologies.

'''The National & Kapodistrian University of Athens'''

The Asynchronous eLearning Platform is a complete Course Management System that supports Asynchronous eLearning Services via a simple web browser. Its goal is the incorporation and constructive use of the Internet and web technologies in the teaching and learning process. It supports the electronic management, storage and presentation of teaching materials, independently of the spatial and time limiting factors of conventional teaching and creating the necessary conditions for a dynamic teaching environment.
The introduction of eLearning into the traditional teaching process provides new capabilities and allows new means of interaction between students and teachers, through a contemporary technological peak environment.
The Open eClass platform, used by the University, is a complete Course Management System. It is the solution offered by the Greek Academic Network GUnet to support Asynchronous eLearning Services. It is mainly designed, developed and supported by the GUnet Asynchronous eLearning Group and is distributed for free as open-source software.
The incorporation of asynchronous eLearning services offers new possibilities in education, providing interaction and constant teacher-student communication. It is said, at the same time, that electronic organization, storing and presentation of educational material, regardless the limiting factors of place and time of typical teaching, is supported, forming the conditions of a dynamic educational setting. The Open eClass platform is designed with the goal to bring new actions that promote its corporate utility in the already existing educational patterns into effect.
The main user role is that of the teacher who can create practical and functional electronic courses easily and quickly, using the educational material provided (note, presentations, texts, pictures, etc). At the same time, students attain an alternative entry channel to the knowledge offered. Finally, the Open eClass platform supports all asynchronous eLearning services without boundaries and limitations, and the platform access is achieved via a simple web browser without any demand of specialized technical knowledge .
The adult education modules based on the Distance Learning model were designed in response to increased education requirements in various job environments. They spin around 5 thematic units in the field of finance and last from 5 to 9 months. Upon successful completion of the academic requirements, adult students receive a Certificate of Studies. In particular, the University awards Certificates of Training and Certificates of Specialisation, each reflecting specific programme choices by the students. Eligible candidates to the University’s adult education programme are University and T.E.I. graduates and secondary education graduates with previous experience. Candidates are selected on the following criteria: Grade Point Average of Degree or Graduation Diploma (Apolyterio) and priority with respect to application filed. Candidates are required to have access to a personal computer and the Internet. Fees vary with respect to the thematic unit selected .

'''Pandeion University for Social and Political Sciences'''

The Pandeion University for Social and Political Sciences in Athens in order to provide complete long life education and training for Social and Political sciences issues has proceeded in the production and development of various educational applications, such as distance learning, telematics and multimedia. These applications aim to educate and train the instructors that are necessary for the implementation of the multiple purpose training and seminar carriers all over the country.

'''Athens University of Economics and Business'''

The Tele-education Centre of the Athens University of Ecomomics and Business materializes an application for the development of distance learning environment through the Lab. of Business Information Technology. The pilot web courses in the asynchronous distance learning environment concern web courses for :Internet and E-commerce, Database for Business applications, Principles for the design and Implementation of Information systems and Business Information Systems, specifically created to support the needs of executives.
The Teleducation Center is fully operational, serving the current needs of the Institution. The scope of the Tele-education Center is:
* the supply of distance learning services to the University students, either by supporting the courses with additional distance learning material, or by giving the whole course with the use of the tele-education method;
* the continuous education and training of executives, working in Greek organizations, public or private, free lancers and unemployed;
* the export of distance learning services to other countries;
* the operation of the Tele-education Center as a link for gathering the national resources concerning the education technology development and the education service supply;

During the last few years, a real-time multimedia, distance learning classroom has been created. This specially designed classroom can function either independently as a multimedia classroom, equipped with audiovisual and digital devices, which assist and improve educational process or as a virtual, distance learning classroom. The classroom is equipped with state-of-the-art network and audiovisual devices, which allows for full duplex communication among this and other classrooms. The design and the equipment of the classroom enables high interaction among participants of a course delivered simultaneously in different classrooms, by simulating all operations taking place in a traditional classroom, thereby creating a virtual classroom.

'''University of Piraeus'''

The University of Piraeus through its Network Center supports a number of WWW course tools, available only for potential students. In order to enter the specific web tutorial page the student has to create a personal account. It is an asynchronous distance learning environment. These specific web courses refer to various issues such as cardiological events and tooth hygiene.
The Computer Centre of the University of Piraeus aims at facilitating the educational, administrative and research work of the University. Students of all departments are having Computer Science courses and practice in four fully equipped laboratories at the Computer Center with 85 workstations. In addition, the Computer Center supports the research work of the University by providing every possible assistance in both the uses of computer applications and equipment.
In almost every administrative function of the University there have been applied modern methods of organisation using computer systems. More specifically, many applications have been developed covering the needs in student’s records, in the main University library and in the other Administrative Departments (Accounting, Finance, Personnel etc).
It should be specially mentioned that modern office automation computer systems and desktop publishing applications are extensively used by the academic and administrative staff thus providing high level services.
Most of the research projects are supported by the University Central Computer system (DEC 5810 Risk) in which there have been installed many Relational Data Base Management Systems, programs for economics and statistical analysis, expert systems, computer language compilers etc.
This main system is connected through the Ethernet Network with Unix Workstations over 200 PC’s used in education, 50 Apple Macintosh systems for office automatic projects and other special devices such aw plotters, scanners etc.
The Computer Center also provides communication facilities with other Universities, Institutions and Research Centers all over Greece and abroad, mainly through its Internet Server System DEC Alpha 1000.
The Network Management Centre (NMC) of the University of Piraeus is located in its central building and is responsible for:
* The management of the data and voice network
* The design, implementation and evolution of the University network System and user support
* The provision of teleconference services
* The provision of internet and web (www) services
* The provision of dial-up access services
The University continually invests on improving its network structure using up to – date technologies and on developing telematic applications for teaching and research purposes.

'''University of Ioannina'''

The University of Ioannina provides a Computer and Media Centre that organises all computer services for teaching and research operations and administers the campus-wide network, which includes access to global computer networks. More than one hundred personal computers are directly accessible to students. Regularly offered information courses and a number of supervisors provide all necessary assistance for users. There are also facilities provided by the Media & Documentation Centre that include a variety of production capacities as well as archive materials in the field of audio-visual media. Among these is a fully equipped broadcasting studio, equipment for electronic editing, and video producing, and a photo lab. Besides lecturers, students do have access to all facilities if they work on supervised projects.
In the University of Ioannina there is also a Open and Distance Learning Centre: as regional office of the German Open University, the Centre gives support to students who are enrolled at the Open University by supervising their studies and preparing for exams. A stock of self-learning material (print and audio-visual media) is available to both Open University and University of Lueneburg students.

'''University of Thessaly'''

The University of Thessaly Network Management Centre, in cooperation with GUNET, offers the following pilot services: videoconference and tele-education over IP, videoconference, Video on Demand, concerning the live transmission of TV programs and local radio station program through Internet. The Network Centre of the University has already set up a fully-equipped videoconference room in Trikala, for the Department of Physical Training Science. The video teleconference room has already been successfully used for synchronous distance education sessions in physical training science issues for the students and for similar post- graduate courses attendance.

'''Information Technology Laboratory'''

Information technology education is a necessity of modern times. The introduction of IT in education is based on two paradigms:
• IT as an autonomous knowledge-base that needs to be introduced in the curriculum.
• IT as an interdisciplinary research and learning tool.

The availability of instant access to IT allows both teachers and students to familiarize themselves with technology and supports educational needs of the department (demonstration, group work, communication, information database access …).

'''Network Operation Centre'''

The aim of this Centre is the creation and maintenance of network of support of unified services that interlink all the buildings of University Thessaly, in all the cities of Thessaly in which the University allocates installations, as well as the offer of high quality of services of telephony, transport of data, and picture.
More concretely the work aims in the concretisation:
* Structured wiring in all the buildings of University Thessaly, that aims at as the easy connection of any user or with the network of data via computer or with the network of telephony.
* System of transport of data of high output, on the connection of all computers of Papenjsti'mjo Thessaly via long distance and urban engaged lines and regional networks of last technology (FDDi, ATM, Ethernet).
* Internal telecommunications network for the support of advanced services of digital telephony and multimedias make where it allows the complete and reliable cover of corresponding needs of means of Academic community.
* Points of access (Access Point) in the network of Academic institutions (GUNet) Public network ISDN and but national and international networks of communication as well as with the Internet.
* Management and extension of Network according to the needs of Academic community.
* Benefit of Services of information via the international networks of information and with use PC (WWW USENET News, Ftp, Search Engines etc).
* Aid and education of users of University Thessaly for the effective use of Network.

The network of support of unified Services provides in all the members of Academic community the possibility of most rapid connection with the Internet and access in world scale sources of information. It offers the possibility rapid and qualitative communication between the installations of University Thessaly. It allows the import of new technologies in the education (multimedias, education by distance) research and administration. It upgrades the Programs of Study and strengthens the collaboration with other Academic institutions of country and abroad. It contributes in the interconnection of University with local productive and administrative institutions.

'''University of the Aegean'''

The University of the Aegean has been the first Greek University to fully utilise Information and Communication Technologies (ICT)into its everyday activities, and thus implementing the Information Society in Hellenic higher education. The University of Aegean has achieved to connect through the Aegean-net all university units in different islands on the Aegean Sea, the islands of Lesvos, Chios, Samos, Rhodes. The Aegean-net project offers the proper infrastructure and know-how to these remote geographically locations and aims to use for research/educational purposes.

'''The Pedagogical Institute (P.I.)'''

The Pedagogical Institute operates a Distance Learning Centre which provides distance training to educators of Primary and Secondary Education who access the P.I. server either from their schools or home. The relevant services offered spin around the following axes:
* Self-education: access to (search & retrieve) training material and information on a wide range of subjects that may be of interest to educators, pupils and parents.
* Co-operative learning: on-line participation in various discussion groups and joint projects.
* Virtual classrooms: interactive, real-time classroom sessions using dedicated ISDN connections.

'''Greek Schools Network'''

The Greek Schools' Network is the educational intranet of the Ministry of Education and Religious Affairs (www.ypepth.gr), which interlinks all schools and provides basic and advanced telematic services. Thus, it contributes to the creation of a new generation of educational communities, which takes advantage of the new Informatics' and Communication Technologies in the educational procedure.
The implementation of the Greek Schools' Network is funded by the Framework Programme for the Information Society , in close cooperation between the Ministry of Education as well as 12 Research Centers and Highest Education Institutes, specialized in network and Internet technologies.
Educational Exploitation of the Greek Schools Network
The current design and implementation of the Greek Schools Network focuses in providing useful services to all members of the basic and middle education community, fulfilling among others the following goals:
* Access to telecommunication and informatics services
* Access to digitized educational material
* Distance learning, e-learning
* Encourage collaboration
* Information and opinion exchange
* Conduct of thematic discussions, seminars, lectures, etc.
* Access to digital library services
* Communication and Cooperation of all educational degrees
* Communication with European educa-tional networks
* Facilitate complimentary educational programs
* Provide education to individuals with special needs or disabilities
* Inform, educate, entertain

== Lessons learnt ==

== References ==

* [http://www.gnto.gr/pages.php?pageID=14&langID=2 Hellenic Republic - Ministry of Tourism - Greek National Tourism Organisation – General Information ]
* [http://europa.eu/abc/european_countries/eu_members/greece/index_en.htm Europe – Gateway to the European Union]
* [http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=REF_TB_population&root=REF_TB_population/t_popula/t_pop/t_demo_gen/tps00001 Eurostat - Data on Population]
* [http://www.parlalex.it/documentazione/gre.rtf Greek Constitution]
* [http://promitheas.iacm.forth.gr/i-curriculum/Assets/Docs/NatReports/Greek%20Report.pdf Greek Educational System – The implementation of ICT in the Greek Curriculum in Compulsory Education – IACM/FORTH, November 2003]
* [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/0_integral/EL_EN.pdf Eurybase – The Educational System in Greece, 2005-2006, Eurydice, Directorate-General for Education and Culture]
* [http://www.cepes.ro/publications/pdf/Greece.pdf Kyriazis, Asderaki, Higher Education in Greece, UNESCO, 2008]
* [http://www.stat-athens.aueb.gr/~jpan/oecd-background-report.html Educational Policy Review – Background Report to OECD on education]
* [http://www.ypepth.gr/docs/site_apologismos_pepr.pdf Our Actions on Education, 2004-2007 (in Greek)]
* [http://www.infosoc.gr/infosoc/en-uk The official Greek portal for I.S.]
* [http://www.epractice.eu/resource/2037 Greece Information]
* Eurybase (The Information Database on Education Systems in Europe – The Educational System in Greece, 2005-2006, Directorate-General for Education and Culture
* Kontogiannopoulou-Polydorides, G. Mylonas, Th. Solomon, J., & Vergidis, D. (1994). “Greece: System of education.” In T.N. Postlethwaite International Encyclopedia of Education. Oxford: Pergamon.
* Koustourakis, G. (2006). An attempt formation of the framework for the organization and functioning of the Hellenic Open University: A sociological approach. [In Greek]. In A. Lionarakis (Ed). Open and Distance Education: Elements of theory and praxis (pp. 42-77). Athens: Propobos.
* Koustourakis, G., Panagiotakopoulos, C., & Vergidis, D. 2008. A Contribution to the Hellenic Open University: Evaluation of the pedagogical practices and the use of ICT on distance education. The International Review of Research in Open and Distance Learning [Online] 9:2. Available: http://www.irrodl.org/index.php/irrodl/article/view/424
* Soutas, Andreopoulou, Ipsilandis “[http://www.onlined.org/papers/000185.pdf Distance Learning in Higher Education and Perspectives in Greece]”
* Vergidis, D., & Panagiotakopoulos, C. 2002. Student Dropout at the Hellenic Open University: Evaluation of the Graduate Program, "Studies in Education". [http://www.irrodl.org/index.php/irrodl/article/view/101/563 The International Review of Research in Open and Distance Learning]

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> [[Countries]]

[[Category:Europe]]
[[Category:European Union]]

Greece

2009-04-08T12:19:36Z

Alessandro.Caforio: /* References */

== Partners situated in Country ==

-

== Country in a nutshell ==

[[Image:Greece_map.jpg|right]]
GREECE (Ελλάδα – Elláda) officially the Hellenic Republic, is a country in southeastern Europe, situated on the southern end of the Balkanic Peninsula and it includes more than 2000 islands situated in Ionian and Aegean Seas and it has a total surface area of 131,957 km2. Greece is a parliamentary republic and it’s considered as the cradle of the western culture and thought. Greece is a member of the European Union since 1981, of the Economic and Monetary Union of the European Union since 2001and also a member of NATO from 1952.

Athens is the capital of Greece and Thessaloniki, Patras, Heraklion, Volos, Ioannina, Larissa e Kavala are some of the most important cities of the country.

As of January 2008, the population of Greece is estimated at 11,262,000 by Eurostat : the 58,8% lives in the urban areas and only the 28,4% in rural areas.

The official language is the Modern Greek that is spoken by the 98.5% of population; moreover, there are some Slavic and Turkish minorities.

The widespread religion is the Orthodox Christian and the relationship between State and Church are regulated by the Third Article of the Greek Constitution.

Greece is divided in 13 perifereies (περιφέρειες) – Attica, Central Greece, Central Macedonia, Crete, East Macedonia e Thrace, Epirus, Ionian Island, North Aegean, Peloponnese, South Aegean, Thessaly, West Greece, West Macedonia – subdivided into a total of fifty-one prefectures called nomos.
Greece is a Parliamentary Republic thanks to the Referendum of the 8th December 1974.

The President of the Republic, who is considered the edge of the state, is elected by the Parliament for a five-years terms, only for two mandate.
The Greek Constitution, formed by 120 articles, foresee the separation of the three powers: executive, legislative and judiciary.
The executive power is exercised by the President of the Republic and by the Government. The President of the Republic is the commandant in chief of the armed forces and he presides over the Defense Council.
The civil authority of the armed forces is the Ministry of the national defence. The President of the Republic appoints the Prime Minister and the other Cabinet members.
Legislative power is exercised by a The legislative power is exercised by a 300-member elective unicameral Parliament (Vouli ton Ellinon) : elections are held every four years by universal suffrage through a complex proportional system, with barrage at 3%.
The judiciary power is independent from the executive and legislative and it comprehends three Supreme Court: the Court of Cassation (Άρειος Πάγος), the Council of State (Συμβούλιο της Επικρατείας) and the Curt of Auditors (Ελεγκτικό Συνέδριο).
Greece has a multiparty system, dominated by two principles political party: the liberal-conservative New Democracy (ND), actually in power, and the social-democratic Panhellenic Socialist Movement (PASOK).

== Country education policy ==

During the 19th century, have been implemented in Greece, many reforms in the education field, in relation to the structure of the system, the national curriculum and the language used for education. In 1975 the Constitution has established the new paradigm of education legislation that was introduced through the reform of the education system, one year later, in 1976. The reform in question has established a common language for education, has reformed the education division between primary, secondary and tertiary education and emphasized the modernization of curricula and the improvement of the administration and monitoring of education.
The second period of reforms of the education system began in the mid-nineties and the third period in early 21 century, between 2004 and 2006. This reform, introduced important changes, like the creation of the Foundation of International University of Greece, the reform of secondary vocational training, the introduction of a new law for the assessment of education and legislative actions in relation to lifelong learning area.

In the Greek Constitution, education is identified as a responsibility of the state. The majority of Greek citizens attend public schools, in fact, there are few private schools that are supervised by the Ministry of Education. The Minister has a centralized control on state schools, sets educational curricula, he manages the staff and monitors the funds.
At regional level the role of supervisor of the Minister is done through the Regional Councils for Primary and Secondary Education that operate in every prefecture. The tertiary institutions are almost totally autonomous, even if the Minister is responsible for funding. In accordance with Article 16 of the Greek constitution, education, both moral, intellectual, occupational and physical, is a basic mission for the state, with the aim of developing a national and religion conscience and provide adequate training to the future citizens.

The basic legislation is included in the following:

* Constitution 2001 (Article16).
* Law 682/1977: “About the private schools and boarding houses”.
* Law 1566/1985: “Structure and Operation of Primary and Secondary Education and other Stipulations”.
* Law 2817/2000: “Regional Directorates of Education”.
* Law 2916/2001: “Structure of Higher Education and settlement of issues in the Technological Sector”.
* Law 2986/2002: “Organisation of Regional Services of Primary and Secondary Education, assessment of teaching task and staff, teachers’ in service training and other stipulations”.
* Law 3027/2002: “Regulations concerning the Organisation of School Buildings for Higher Education and other stipulations”.
* Ministerial Decisions 21072α/Γ2/ Official Journal 303 v.B’/13-3-2003 and 21072β/Γ2/ Official Journal 304v.B’/13-3-2003, “Cross-Curricular Thematic Framework and Curricula of Primary and Secondary Education”.
* Law 3255/2004: “Regulations for Issues of all Educational Levels”.
* Law 3369/2005: “Systematisation of Lifelong Learningand other stipulations”.
* Law 3467/2005: “Selection of primary and secondary education teachers, regulations for Administration and Education issues and other stipulations”.
* Law 3475/2006: “Organization of secondary vocational education and other provisions”.
* Law 3549/2007: “Reform of the institutional framework concerning the structure and function of the higher education institutes”.

More recently legislation interventions made in the period 2000-2001 include :
# Improvements have been made to the 1997/98 reform, regarding the access system to Higher Education and the hiring of educators. In the case of the first one notes a less rigid textbook based assessment system which exhibits features of analysis, association, critical thinking etc. in this regard one can claim that attempts are made to reach congruency between the curriculum and its contents and the assessment for access to higher education system.
# Legislation regarding the fields of Special Education, decentralisation of education, training and evaluation of educators has been reformed (Law 2986/2002).
# Technological Education Institutes have been upgraded by being incorporated in Higher Education which now consists of two parallel sectors namely: the University and the Technological ones. (Law 2916/2001).

The specific changes introduced into the education system with the Greek Reform of 2007 include:
The establishment of Unified Upper Secondary School (Eniaio Lykeio) which is gradually replacing all other existing types of upper secondary school (lykeio);
The procedure for admission to higher education has been changed, with emphasis on the assessment of pupils in the second and third degree of lykeio;
The duration of kindergartens and primary schools has been stretched because it will gradually move to full-time;
Second Chance Schools have been created specifically for teens who have already completed 18 years and have not yet completed the compulsory school;
The design of a common curriculum for both primary and secondary education

A focal point of educational policy is the idea that education is a social resource and a right for every citizen. Based on laws passed by Parliament for each educational level, the State intends to render more democratic the whole process of education, decentralizing it, ensuring the participation of those who are directly involved in the process, raising the quality level provided and applying the principle of merit principle in the recruitment of specific staff . Compared to European data Greece isn’t investing many resources to fund educational projects: in fact, the percentage of GDP granted to education in 2005 was 3.98% . Also the other percentage rates are lower than the European average.

[[Image:Greece_GDP_Edu_exp.jpg|center]]

The current reform (Law 3549/2007: "Reform of the institutional framework concerning the structure and function of the higher education institutes") will be discussed extensively later, in paragraph “Higher Education Reform”.

== Country education system ==

[[Image:Greece_Edu_struct.jpg|right]]

Education system in Greece is subdivided in 4 levels:
* Pre-primary Education: nipiagogeio (preschool);
* Primary Education: dimotiko Scholeio (primary school);
* Secondary Education: gymnasio (Lower Secondary School), geniko lykeio (General upper Secondary School), epaggelmatiko lykeio – EPAL (Vocational Lyceum/ EPA.L), TEE (Technical Vocational Schools / TEE) and epaggelmatiki scoli – EPAS (Vcational Educational Training Schools / EPAS);
* Higher Eduation: Panepistimia/AEI (University), Technologika Ekpaideftika Idrymata / TEI (Technological Education Institutes) and the School of Fine Arts (ASKT) .

The education system in Greece ranges from 6 to 16 years old and normally include the primary school (demotiko) and secondary (Gymnasio).

=== Pre-primary Education ===
Law 1566/1985 determines all the details concerning the structure and organization of primary and secondary education. The same law provides that the pre-school education depends on the primary system and in this sense follows the regulations in place for Dimotiko Scholeio (primary school).
In particular, the pre-school education is provided by Nipiagogeia (Kindergartens) that operate independently or in specialized centres together with the state nursery school (children's centers). The frequency of nipiagogeio lasts 2 years and after the changes introduced in 2006, was made compulsory from 5 years of age. The issues concerning the organization of nipiagogeia are governed by decisions N° F27/148/G1/160/14-2-95 of the Minister of Education.
Since 1997 has been set up full time: Oloimero nipiagogeio (All-day kindergarten) was introduced by Law 2525/97. Finally, in relation to Article 73 of Law 3518/2006, the frequency at nipiagogeio begins from 4 years of age, becoming compulsory from 5 years onwards.
The nursery school (Παιδικός σταθμός, Paidikós Stathmós) starts at the age of two and a half years, in institutions both public and private. They are very popular, but attendance is not mandatory.

=== Primary education ===
Primary education is provided within the primary schools (scholeio), whether public or private. The primary schools are distributed all over the country, even in the remotest regions. Attendance is mandatory and there are no additional costs for school and for textbooks. The frequency in Dimotiko Scholeio lasts 6 years and includes levels 1, 2, 3, 4, 5 and 6. The access is possible after having completed 6 years of age.
Oloimero Scholeio (All-day School) operate in parallel to the ordinary primary school, with an extended timetable and an enriched curriculum.
The current primary and secondary school structure was established in 1985 with the Law 1566: this law has instituted new procedures for the designing of new curricula and textbooks. This framework has been modified and enriched with new laws and presidential decrees.
There are also Idiotika nipiagogeia (private kindergartens) and idiotika scholeia operating under the responsibility of the Ministry of Education and controlled by regional administrative bodies, just as in the case of public schools. They have the same organization and structure of state schools and qualifications equivalent to those issued in public.

=== Secondary education ===
Secondary education in Greece is divided into two levels: Compulsory Education and Higher Secondary Education.

'''Types of Institution'''
This subdivision describes the main types of educational institutions that are included in secondary education.
* Compulsory Secondary Education – Gymnasio
* Upper Secondary non-Compulsory Education - Geniko Lykeio
* Vocational Lyceum – EPAL (epaggelmatiko lykeio) | Vocational School – EPAS (epaggelmatiki scholi) | Technical Vocational Educational School - TEE (Technika Epangelmatika Ekpedeftiria) (secondary non-compulsory education)
* Post-Secondary non Tertiary Education – IEK (Institouta Epaggelmatikis Katartisis)

The compulsory secondary education is provided in Gymnasio, which lasts for 3 years: from 12 to 15 years of age.
The upper secondary education (not compulsory) is provided through two types of institutions: Geniko lykeio (General Lyceum / GL) and epaggelmatiko lykeio - EPAL (Vocational Lyceum). The frequency in both types of school lasts 3 years. There are also epaggelmatiki Scholar - EPAS (ΕΠΑΣ / SS), professional schools, the frequency of which lasts for 2 years.
With the Law 3475/2006 , it is determined that training is provided within the Vocational Lyceums (EPAL) and Vocational Schools (EPAS), which replaced the State Technical Vocational School (TEE), under the supervision of the Minister of Education and Religious Affairs. The change from the TEE to EPAL / EPAS was gradual and started in the academic year 2006-2007.
The duration of the course is 3 years and is divided into 3 levels of employment:
The first level includes 3 levels: I) Technology, II) Services, III) Naval;
The second includes Mechanical Engineering, Electrician, Electronics, Building Works, Information Science, Economics and Management, Health and Welfare, Agronomy, Food and the Environment.
The third level includes: General mechanical engineering, Car engineering, Electrical facilities, computer systems & networks electronic experts, Economics and Management employees, Tourist enterprises employees, assistant nurses, Medical & biological laboratories assistants, Pharmacy assistants, Food Technology & Control, Landscaping – Environment & Agro-tourism, Modern Business Agriculture, Merchant Marine Masters, Merchant Marine Engineers.

In addition, there are particular gymnasia and lykeia : religious, minorities, inter-cultural, music experimental and some special classes for pupils who need special education, called Secondary Special Needs Education Schools and Inclusion Classes (ΣΜΕΑ/SMEA). Other alternative secondary education are the School of Fine Arts, Sports Facilities Classes and Second Chance Schools. In state schools the attendance is free and textbooks are distributed free of charge by the state.
The post-secondary education (not university) includes Epaggelmatikis Instituta Katartisis-(IEK) - Vocational Training Institutes - which offer qualifications for employment and diplomas that certify the training received. In fact, this type of institutions provides a formal professional education with the possibility to receive a Certificate or a Diploma of Vocational Training, equivalent to that of professional schools (Vocational Lyceums - EPAL). This license allows entry into the working world in both the public and the private sector. These schools accept students both from Gymnasio and Lykeio. The Vocational Training Diploma of the Organization for Vocational Education and Training (OEEK) is now recognized as a formal qualification to apply for jobs, even in the public sector (Presidential Decree 50/2001, Government Gazette 39/A/5-3-2001 on Determination of appointment qualifications in posts of public sector bodies).

=== Private Education ===
In Greece there are secondary private institutions such as Gymnasia, Lykeia and TEE, but recently with Articles 9, 13 and 14 of Law 3475/2006 (Government Gazette 146/issue A/2006), were included also private Vocational Lykeia (EPAL) and Vocational Schools (EPAS): private EPAL and EPAS are organized and follow the same schedule of classes in public schools.
Furthermore, as established by Law 3475/2006, there are also private Gymnasia and Lykeia, that provide education for foreigners living in Greece, as established by the Act governing foreign schools. These schools may use a foreign education program, a Greek educational program or a mixed program, both foreign and Greek.
In addition, there are private Vocational Training Institutes (IEK), which are coordinated by the Organization for Vocational Education and Training (OEEK).

== Higher education ==

Higher education in Greece comprises two parallel sectors (Law 3549/2007, Article 2), university and technology. The university sector, including Universities (Ανώτατα Εκπαιδευτικά Ιδρύματα, Anótata Ekpaideytiká Idrýmata, "ΑΕΙ"), Polytechnics and Higher School of Fine Arts (ΑΣΚΤ / ASKT). The technology sector, includes Higher Technological Education Institutes (TEI) and School of Pedagogical and Technological Education.
The universities are fully self-administered legal entities of public law that are financed and supervised by the Ministry of National Education and Religious Affairs, in accordance with Article 16 of the Constitution.
Entry to these institutions depends on the performance of the examinations that are performed in the 3rd grade of secondary school.

=== Typologies of Greek higher education institutions ===

[[Image:Greece_HEdu_typology.jpg|left]]

The '''higher education sector''', including the AEI Universities, Polytechnics, the Higher School of Fine Arts (ΑΣΚΤ / ASKT) and the Hellenic Open University (EAP). The '''university sector''' of the secondary education includes Universities (A.E.I.), Polytechnics, Higher School of Fine Arts (ΑΣΚΤ/ASKT) and the Hellenic Open University (EAP).
These educational institutions are funded and under the control of the state: the supervision is exercised by the Minister of Education. In Greece there are 23 universities, including the Polytechnics, the Academy of Fine Arts and the Hellenic Open University (ΕΑΠ / EAP). A particular type of educational institution is the International University of Greece (ΔΙ.ΠΑ.Ε / DIPA), operating in Thessaloniki and it is an independent secondary education institution and completely self-administrated. This University is a legal entity of public law and its mission is to provide higher education to foreigners interested in studying in Greece. To carry out this mission, the International University organizes and promotes graduate and post-graduate programs of study, using distance teaching and learning. The courses last for approximately 4 years, with the exception of certain faculties where the course lasts even 5 or 6 years. The academic year consists of two semesters, with 13 weeks of lessons and three weeks of examinations. Students complete their course of study after 4 years if they pass the examination of both the compulsory and the optional subjects. At the end of the studies they obtain a Diploma or Degree in relation to the Faculty concerned. The Universities issue certificates in the following fields:

* Humanities, law and social sciences
* Sciences
* Health Sciences
* Technological Sciences
* Economic and Management Sciences.

The '''technology sector''' includes Technological Education Institutes (TEI) and Higher School for Teachers of Technological Education (ΑΣΠΑΙΤΕ / ASPA). In this area there is also the Higher Military Education Institute.
The Technological Education Institutes (TEI) are under the supervision of the Ministry of National Education and Religious Affairs (ΥΠΕΠΘ / YPEPTH).
There currently are 15 TEI and a School for the technology and pedagogy education, in the whole country, and 95 specializations offered by TEI in the following fields:
* Graphic arts and artistic studies
* Administration and economics
* Health and welfare occupations
* Technological applications
* Food and nutrition technology
* Agronomy technology
* Music technology.

The studies last for 4 years with a total of eight semesters, which include both periods of lesson and a final semester devoted to the preparation of the thesis. During this final period, students can begin to practice their profession through a training period that will then be evaluated. After the completion of studies, students will receive a Degree.

==== Secondary non-tertiary education ====
The higher non-university education includes the Higher Ecclesiastical Schools, Higher
Schools of Dance and Drama, Higher Schools of Tourist Professions, Higher NCO Schools and Higher and Police Academies. According to the constitution, vocational training and any other special training is provided by the State in institutions o the higher education level. The duration of studies in these schools can not exceed 3 years.
The main types are: the Higher Ecclesiastical Schools, under the supervision of the Ministry of Education and Religious Affairs that will be converted to University Ecclesiastical Academies through the Law 3432/2006 and will operate as tertiary education institutions. The Higher Schools of Dance and Drama, under the supervision of the Ministry of Culture, the Higher Schools of Tourist Professions under the supervision of the Ministry of Tourist Development, Higher Schools for Petty-Officers who are managed by the Ministry of Defense and the Higher Police Academy, supervised by the Ministry of Public Order.

==== Postgraduate Studies ====
The organization of postgraduate studies is governed by '''Law 2083/92''':
universities have full responsibility for the organization and payment of post-graduate courses. All TEI may participate, in the form of consortia with Greek or foreign universities, organizing courses. With the Law 3374/2005 the TEI that have passed the assessment of the prerequisites, have the ability to provide post-graduate courses. There are different degrees of postgraduate courses: the Master and PhD.
The programs of post-graduated studies are appointed by the General Assembly of Special Composition of the department and are approved by the Academic Senate.
In the proposal, the following are mentioned: the field of study and the objectives of the programme, the type of the awarded postgraduate titles, the categories of the admitted graduates, the duration of the program, the courses, the teaching, the research or any other activities of the postgraduate students, the number of postgraduate students, the prospects and the needs of the relevant university in staff and infrastructure, the operational cost and the financial resources. The Minister of Education gives the final approval of the postgraduate study programmes, issuing a decision published in the Official Journal. For the organization and the operation of a postgraduate study programme the competent bodies are the following: the Senate of a Special Composition, the Committee for Postgraduate Study Programmes which operates at HEI level, the General Assembly of a Special Composition, the Coordinative Committee of the postgraduate study programmes and the Director of Postgraduate Studies .
Doctoral programs last a minimum of 3 years, as determined by law. Some programs are structured while others are based on pure research. There was an increase in PhD programs due to the interdisciplinary nature of the topics related to research. In fact, both programs include teaching courses with research activities. Doctoral programs may include activities such as discussions, presentations, workshops, attending seminars or publications. The Law gives students the opportunity to create a doctoral program but only for those faculty that do not already have a post-graduate studies program .
At the end of the study period there is a written thesis that is discussed publicly in front of a committee of seven academic professors.

=== Universities in Country ===

The University of Athens is the most ancient University of the oriental Mediterranean.
The other main Universities are:
* Agricultural University of Athens
* Aristotle University of Thessaloniki (mirror)
* Athens School of Fine Arts
* Athens University of Economics and Business (AUEB)
* Democritus University of Thrace (campuses: Komotini, Xanthi, Alexandroupoli, Orestiada)
* Harokopion University of Athens
* Hellenic Open University
* International Hellenic University
* Ionian University
* National and Kapodistrian University of Athens
* National Technical University of Athens
* Panteion University of Social and Political Sciences
* Technical University of Crete (T.U.C)
* University of the Aegean (campuses: Mytilene, Chios, Karlovasi, Rhodes, Ermoupoli)
* University of Central Greece (campuses: Lamia, Livadeia)
* University of Crete (campuses: Heraklio, Rethymno)
* University of Ioannina (campuses: Ioannina, Agrinio)
* University of Macedonia (campuses: Thessaloniki, Edessa, Naoussa)
* University of Patras
* University of Peloponnese (campuses: Tripoli, Korinthos, Kalamata, Nafplio, Sparti)
* University of Piraeus
* University of Thessaly (campuses: Larissa, Volos, Karditsa, Trikala)
* University of Western Macedonia (campuses: Florina, Kozani)

[[Image:Greece_Uni.jpg|center]]

=== Technological Institutes of Higher Education in Country ===
* Alexander TEI of Thessaloniki (campuses: Sindos, Katerini, Kilkis, Nea Moudania)
* School of Pedagogical and Technological Education
* TEI of Athens
* TEI of Chalkida (campuses: Chalkida, Thiva)
* TEI of Crete (campuses: Heraklio, Chania, Rethymno, Agios Nikolaos, Ierapetra, Sitia)
* TEI of Epirus (campuses: Arta, Ioannina, Preveza, Igoumenitsa)
* TEI of Ionian Islands (campuses: Lefkada, Argostoli, Lixouri, Zakynthos)
* TEI of Kalamata (campuses: Kalamata, Sparti)
* TEI of Kavala (campuses: Kavala, Drama)
* TEI of Lamia (campuses: Lamia, Amfissa, Karpenisi)
* TEI of Larissa (campuses: Larissa, Karditsa, Trikala)
* TEI of Messolonghi (campuses: Messolonghi, Nafpaktos)
* TEI of Patras (campuses: Patra, Aigio, Pyrgos, Amaliada)
* TEI of Piraeus
* TEI of Serres
* TEI of Western Macedonia (campuses: Kozani, Florina, Kastoria, Grevena and Ptolemaida)

[[Image:Greece_Tei.jpg|center]]

== Higher education reform ==

Higher education reform
The existent Law 1268/82 governs the operation of tertiary education and was introduced by the Socialist Government (PASOK) in 1982. There were several changes made to this Law, in particular the 1404 Law of 1983 and the 2083 of 1992.
The main innovations brought about by Law 1268/82, which drastically changed the operation of universities, are the following:
* The old faculties were divided into departments, each of which corresponds to a university discipline area.
* The Chair system, which was the focus of the past organisation of universities, was replaced by the scientific sector (tomeas). The tomeas is responsible to a General Assembly in each Department.
* All policy decisions related to the various levels are taken by the appropriate General Assemblies which consist of all members of the teaching staff and a considerable number of undergraduate and some postgraduate students.
* Undergraduates have equal representation in the electoral bodies for the selection of the administrative heads of the University as the members of the academic staff.
* Members of the teaching staff form a single body with four levels: (i) lecturer, (ii) assistant professor, (iii) associate professor and (iv) professor. Only those belonging to the two upper ranks of the academic hierarchy are elected to permanent (tenured) positions. Appointments and promotion of all teaching staff is made by special electoral bodies, which meet together with the General Assemblies of the departments. New categories of auxiliary teacher, technical and administrative personnel has been created.
* Each university is administered by: (i) the Rector who is supported by two vice-Rectors, elected for a period of three years by an electoral college. The electoral college consists of all the faculty members, an equal number of undergraduate students and representatives of the technical staff, the administration staff, the graduate students, the teaching assistants and the foreign language teachers. Each of the latter groups has a representation which is 5% of the size of the faculty (total 25%), (ii) the Rectors’ Council, which consists of the Rector, the two vice-rectors, one representative of the students and one representative of the administrative personnel and (iii) the Senate consisting of the Rector and the vice-rectors, the deans of the university faculties, the heads of the autonomous departments, one representative of the teaching staff, one representative of undergraduate students from each department, one representative of administrative personnel and a number of representatives of the post-graduates students. All representatives are elected. The Senate is regarded as the top administrative agent of the University. Each faculty, comprising of relevant departments, is administered by: (a) the Dean, who is elected for three years by the General Assembly of the faculty, (b) a Council which comprises the dean, heads of the departments and one undergraduate student from each department and (c) the General Assembly of the faculty which consists of the General Assemblies of the departments.
Each department is administered by: (a) the head, who is elected for two years, (b) the Administrative Council which consists of the head, the directors of departmental sections and representatives of the students and of the technical or administrative personnel, and (c) the General Assembly of the department. The director of each sector, who is elected for one year, and the General Assembly of the sector are the administrative agents.
* A National Academy of Letters and Sciences (EAGE) and a National Council of Higher Education (S.A.P.) as already described, were established by the new law, as advisory bodies to the Government and as a co-ordinating supervisory agencies on teaching, research, undergraduate and postgraduate programmes, evaluation and appointment of academic personnel, creation of new universities or units in them, allocations of funds etc. However, the National Academy of Letters and Sciences has never functioned because of the negative reaction to it of the professorial body.
* The undergraduate studies were reorganised into "semester courses" and a basic structure for the promotion of graduate programmes was set up.

As stated above, Law 2083 in 1992, modified Law 1268 of 1982. The main modifications were the following:
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was reduced to 50% of the faculty.
# The election of the Vice-Rectors became a separate procedure from that of Rectors.
# A four-year plan for the creation and advertisement of teaching staff positions was established.
# The role of administrative bodies with a small number of members was strengthened.
# Members of the teaching staff were ranked according to the service they provide (full time or part-time employment).
# Two cycles of undergraduate studies were established. The first cycle has four semesters. Passing the examinations in all subjects taught during the first cycle is a prerequisite for the continuation of studies in the second cycle.
# Students who fail to complete their studies within the prescribed period of time, extended by two extra years, were not entitled to any kind of financial aid awarded by the state.
# Postgraduate studies and the functioning of research programmes was reorganised.
# Free distribution of academic textbooks was restricted only to students with low annual income.
# New academic institutions such as the Centre for the Greek Language, the Open University and the Committee for Evaluation of Higher Education were created.

The above measures have been further modified or abolished by Law 2188/94 (Minister of Education D.Fatouros) as follows (retaining the numbering above):
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was increased to 80% of the faculty.
# The election of the Vice-Rectors is not a separate procedure from that of Rectors.
# A one-year plan for the creation and advertisement of teaching staff positions was established.
Points 5, 6, 7 and 9 were deleted; 8, and 10 remained the same
Special regulations concerning "guest" students and the mobility of teaching staff and students were also introduced by the new law. This is an attempt to adjust the legal framework of Greek higher education to the context of European Union and to promote co-operation with other countries.
Finally, both the organisation and the functioning of the Technological Education Institutions (TEIs) is based on the Law 1404/1983, and Presidential and Ministerial decisions issued in connection with this Law. The TEIs are distinguished from the AEIs, in terms of their purpose, function (including their administration), staff qualifications and hierarchy, the length of programmes and the fact that they offer no postgraduate courses.
However, their organisation and operation is similar to those of the AEIs. TEIs are oriented towards the application of recent technological knowledge and practice, while AEIs are more science and research-based institutions. Thus, the TEIs have direct links with various productive enterprises where most of the students’ practical work is carried out.
TEIs are self-governing bodies enjoying academic freedom and freedom of teaching and
research. They are divided into schools and departments similar to those of AEIs. Each
TEI together with its schools and departments is administered by members elected by
the General Assemblies in which the teaching staff, an important number of students'
representatives and a number of support personnel representatives participate. The permanent teaching staff are grouped according to three scales: laboratory professors, assistant professors and professors. Possession of a doctorate is a necessary prerequisite for appointment to the rank of professor.
The new law for TEIs provides for the establishment of two Advisory Services at the MoE to offer TEIs advisory support. They are: (a) the Council for Technological Education (Symboulio Technologikis Ekpedefsis - STE), (b) the Institute for Technological Education (ITE). In addition there are Regional Technological Councils whose role is to facilitate the formation of links between TEIs and productive units for economic and any other support .
The legal basis for the organization of university, is the Article 16 of the Greek Constitution which declares that education is a fundamental mission for the State. In addition, it states that higher education can be provided exclusively by institutions which are legal and independent entities under the public law, and it forbids to private institutions to provide university courses. The current situation is changing: in the Greek Parliament there are extensive debates on the amendment of this article, that will enable private non-profit HEI, with some prerequisites for quality .
This new Law “The Reform of the Institutional Framework for the Structure and Operation of Higher Education Institutions” was submitted to the Plenary of the Greek Parliament and was approved on 8 March 2007.
This law regulates the structure of secondary education and is based on Law 1268/1982 that covers only the university sector. The technology sector has a different legislative framework (Law 1404/1983) and up to 2001 the TEI were not regarded as institutions of higher education. The new Law 3549/2007 specifies that the university education comprises two parallel sectors, university and technology, and refers to both types of institutions. This law wants to transfer more responsibility to the HEI, through the internal regulation. The status of the rector is valued: he can be elected by all students and staff and will have the power to exercise legal control and appoint the academic staff.

The most important innovations introduced by the new Law 3549/2007 obligate HEIs:
* to compile internal regulations in order to ensure their even operation and enhance their autonomy;
* to compile a four-year academic-development programme, where their mid-term and long-term goals will be defined and their strategy will be planned;
* to elect their leadership through immediate and collective participation of the academic community groups in the election procedure. The position of HEI Secretary has been introduced for the better management of administrative and financial matters;
* to redefine the concept of academic immunity (asylum);
* to enhance student support services and assign tutors to students;
* to adopt measures in support of students from weaker financial classes such as: compensative scholarships, interest-free educational loans as well as support provided to disabled students;
* to enhance their libraries;
* to establish social accountability and transparency procedures;
* to enhance the European and international dimension of Greek higher education.

Other issues, which should be defined by the internal regulations, are added in the new Law 3549/2007:
# the deontological rules for all the members of the academic community as well as the procedures and the control bodies established for their observance;
# the operation rules of the collective bodies and the obstacles to the participation in those bodies;
# the participation in research or other programmes;
# the operation of the student support services and the exercise of a tutor’s duties by teaching and research staff members;
# the general rules for operating libraries, study and reading rooms of an institution;
# the extent, procedures and requirements for awarding exchange scholarships to students;
# the procedures and requirements for ensuring the safeguarding of the institution and its property in the most efficient way;
# the proportion between obligatory and optional courses of the syllabus and the necessary requirements for students’ participation in all exams;
# the procedure for designing and revising the four-year academic and development program as well as the annual report;
# the specialization of the prerequisites and procedures for the election, advancement or permanent appointment of teaching and research staff members or research staff members;
# the way representatives of the teaching and research staff members or of research staff members from every section are appointed in the General Assembly of a department;
# the composition of the support secretariat for the Secretary of the institution, the qualifications, the selection procedures and the competencies of the Secretary of the institution;
# the way the electoral procedures are conducted for the emergence of the collective bodies of the institution; and
# the integration of the decision made by the qualified body of the HEI with regard to the designation of the HEI’s areas covered by academic asylum.

“''Our aim is to ensure that our HEIs have the necessary resources to continue to fulfill their full range of purposes. Those purposes include: preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base; and stimulating research and innovation.”''
[Ministers for Higher Education, London Communique, 18 May 2007]

=== The Bologna Process ===

Greece is a founding member of the Bologna Process (1999). Beginning with 2004, intensive efforts have been made in order to implement everything agreed within the framework of the Bologna Process. While in all the other European countries reforms were rapidly implemented, in Greece delays occurred. Today, 46 countries, including Greece, actively participate in the creation and establishment of the European Higher Education Area; Greece is a member of the Bologna Follow-Up Group and was a member of the Board during 2005-2006. Greece also takes part in the Stocktaking Group and in the External Dimension Group (2005-2007). As a member of the European Union, Greece participates, within the framework of the Lisbon Strategy, in the effort to “make Europe the most dynamic Knowledge Society worldwide” and can only go along with the decision of the heads of states and governments made in Barcelona in 2002, which sets the Bologna Process as the basis for cooperation in higher education.

The most important legislative reforms and developments relating to the Bologna Process since Bergen are the following:

'''''Quality Assurance, ECTS, Diploma Supplement'''''

Law 3374/2005 regulates quality assurance in higher education, the establishment of the European Credit Transfer and Accumulation System and the Diploma Supplement. The law establishes for the first time a national system of quality assurance in Greek higher education, which addresses both universities and TEIs. It also realizes the commitments undertaken by the Ministers of Education in Berlin (2003), complies with the European Standards and Guidelines suggested by ENQA and its partners (EUA, EURASHE, ESIB)
and adopted by the Ministers of Education in Bergen (2005), fully respects the autonomy of the institutions and ensures student participation. The above law determined the obligatory application of a credit system, fully compatible with the European Credit Transfer and Accumulation System (ECTS), for all undergraduate and postgraduate study programmes.
Moreover, Law 3404/2005 , which regulates operational and study issues, further contributed to the improvement of the quality of TEIs and established new permanent positions for the educational staff.

'''''Recognition of Degrees'''''

Law 3328/2005 for the establishment of a new Agency for Degree Recognition (DOATAP) was created in order to simplify the procedures for recognition of degrees and study periods. DOATAP is a member of the NARIC network.

'''''The European Dimension, Recognition of Joint Study Programmes and Mobility of Students and Staff'''''

Law 3404/20055, Article 23 on Joint Postgraduate Study Programmes and Joint Doctorates, gives universities the possibility to award double, multiple and joint degrees and allows the use of a language other than Greek in postgraduate study programmes. Thus, it enhances the cooperation between Greek and European HEIs, the mobility of students and academic staff and the European dimension of Higher Education. Moreover, Law 3549/2007 also stipulates the possibility to organize undergraduate study programmes in languages other than Greek.

'''''Lifelong Learning'''''

Within the National Strategic Development Plan (2007-2013), an intergraded lifelong learning policy has been planned because Greece has significantly fallen behind compared to the other European countries. Thus, with the cooperation of the Ministers of Education and Employment, the National System of Connecting Vocational Education and Training was established and the framework for the organization of lifelong learning was created with Law 3369/2005. This law was recently supplemented with Law 3577/2007 .
As far as higher education is concerned, Law 3369/2005 on Lifelong Learning enables the universities to establish and run lifelong learning institutes and have additional revenues, since they can charge fees for training courses. The substantial participation of HEIs in lifelong learning places universities at the centre of the social and financial life of the country and of the region where they are located. They provide citizens with new and often innovative and flexible opportunities for regular and distance-learning and, at the same time, they assume a key role for the adaptation of the workforce to the structural and
technological changes rapidly taking place in the professional fields today. Moreover, the Hellenic Open University, whose study programmes are mainly addressed to the working population, has been facing a rapid development as new programmes were added in all three cycles and new training programmes were created.

'''''The External Dimension of the Bologna Process'''''

Law 3391/2005 regulates the establishment of the International Hellenic University and aims at enhancing student mobility. Moreover, as a member of the External Dimension Group of the Bologna Process, Greece organized a Bologna Seminar on “Putting European Higher Education Area on the Map: Developing Strategies for Attractiveness”, which took place in Athens, on 24-26 June 2006. The participants were mainly higher education stakeholders from the countries participating in the Bologna Process, but also representatives of OECD non-European and Mediterranean countries, representatives of the European Commission, consultative members of the Bologna Process as well as
representatives of international and student organisations (ESIB and AEGEE). The Bologna Seminar meant another step forward in defining the external dimension of the Bologna Process, stressed the need to enhance and bring out the quality of the European Higher Education Area and the need for adopting a concrete strategy on the attractiveness of the European Higher Education Area, which will be the European answer to global challenges.

'''''Mobility through Cycles, Access and the Removal of Obstacles'''''

A series of legislations resulted in the upgrading of those institutions belonging to the non-university sector and, with the exception of the higher ecclesiastical academies, are under the main supervision of other ministries. Thus, these institutions will issue Bachelor’s degrees and their graduates will be able to continue studying in the two next cycles at universities.
─ Law 3432/2006 upgrades the status of the higher ecclesiastical academies supervised by the Ministry of National Education and their degrees become equivalent with those of the higher education institutions.
─ Law 3413/2005 allows higher military schools (supervised by the Ministry of Defense) to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities).
─ Law 3450/2006 upgrades the status of the merchant maritime academies (supervised by the Ministry of Mercantile Marine) which are currently able to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities). Moreover, Law 3475/200612 regulates, among others, the access of secondary vocational education students to the higher technological sector.

'''''Student Participation'''''

Full participation of students in the governance bodies of HEIs has been ensured. Moreover, student unions participate in the National Council of Education, while Law 3374/2005 on quality assurance has also ensured students’ participation in quality assurance procedures. In addition, the Minister of Education and Religious Affairs has
signed Law 3443/200613, which enacts local youth councils and their participation in local governance, so that young people can become active citizens.

== Administration and finance ==

The Ministry of Education and Religious Affairs (ΥΠΕΠΘ/YPEPTH) is responsible for the administration of all the schools in the country: an administration carried out through the Central and Regional Services and through councils of a consultative and scientific nature that have been created and function in the Ministry’s Central and Regional Services.
Higher Education Institutions (AEI), are self-administered legal entities under public law and the Minister exercises supervision and monitors the legality of their actions and decisions through the Ministry’s central services.

'''''National level'''''

The Minister of National Education and Religious Affairs has the main responsibility for the planning and implementation of the education policy. In his/her task is seconded by two Deputy - Ministers who have specific areas of responsibility.
Under the Minister of Education also come: the General Secretariat for Youth (ΓΓΝΓ/GGNG) whose task is to secure and promote the rights of young people; the General Secretariat for Adult Education (ΓΓΕΕ/GSAE) responsible for planning, co-ordinating and implementing policies on a national scale and with regard to Greek expatriates, actions related to Lifelong Learning and especially: basic adult education, general adult education and training, socio-cultural training and education, open distance learning, as well as training of trainers.
Lastly, under the Ministry of Education also falls the General Secretariat of Religious Affairs that supervises the application of the government policy in the field of religion.
The administrative structure of the Ministry of National Education and Religious Affairs
(ΥΠΕΠΘ/YPEPTH) includes a vertical structure of Departments, Directorates, General Directorates and Integrated Administrative Sectors.
There are six Integrated Administrative Sectors (University Education, Administration of Community Support Framework Programmes, Greeks Abroad and Inter-Cultural Education, Studies, Training and Innovation Issues, Technological Higher Education, Audiovisual Teaching Aids, Education TV, Libraries and Historical Archives) headed by Special Secretaries, appointed by a joint decision of the Prime-Minister and the Minister. The Heads of the General Directorates are Directors General that are selected from among the permanent administrative officials by a Special Service Council. They are responsible for planning activities, coordinating the operation of the Directorates and Administrative Sections under them, evaluating the policy pursued in their sphere of competence and drafting proposals to be sent to the political leadership of the Ministry of Education.

'''''Regional Level'''''

In the context of the education decentralisation policy, Administration is exercised at a Regional Level by the Regional Education Directorates while, at a prefectural level, by the Directorates and the Primary and Secondary Education Offices, Regional Service Councils and Education Committees.
For administering and monitoring the operation of Primary and Secondary Education Institutions there is the Regional Education Directorates which relate directly to the Minister of National Education and Religious Affairs. Each Regional Education Directorate consists of the following Departments: a. Administration, b. Scientific-Pedagogic Guidance of Primary Education and c. Scientific-Pedagogic Guidance of Secondary Education.

'''''Local Level'''''

At local level (municipality or community), there are Scholikes Epitropes (School Committees), Municipal or Community Legal Entities, that manage the funds allocated to cover operating expenses for one or more Primary and Secondary schools depending on the local needs as evaluated by the competent local authorities.
The School Committees are assigned to manage the budget for the operational costs of Primary and Secondary Schools and to support the administrative operation of school units.

'''''Funding'''''

The sources of funding of Greek university are the regular state budget and the Program of Public Investment, which has two levels, one national, financed with national funds, and the community one, which includes European funds (Operational Programme for Education and Initial Vocational Training – O.P. “EDUCATION”, 2000-2006).
This second type of funds include the modernization of university education and the creation of new infrastructures, studies and materials and funds for research.
The Minister of Economy and Finance, Minister of Education, Universities and TEI are the entities involved in the distribution of funds, both those of the state budget and those of the Program of Public Investment. Although it is an informal process, as a good practice, the Minister of Education along with the Rectors’ Conference and the Conference of the TEIs’ Presidents agree upon the total amount and the allocation of funds. Then, each individual HEI cooperates with the Ministry of National Education in order to define the annual amount based on the Unified System of Allocation Criteria of the regular state budget.
The budget allocated to education is increasing year after year, and a satisfactory rate is assigned to university education. In compliance with the OECD, in 2003 was dedicated to education university the 1,3% of GDP: according to Eurostat data, Greece is the European country to increase their funding for higher education, with a approximately 98% (EU average: 82.8%); on the contrary, the contributions that come from households and private funds are approximately 1% .
In fact, Greece is one of six states of the European Union that does not require charging for university education. The funds for universities and TEI come regularly from the national budget and are used primarily for operating expenses that include: the payment of teachers and research staff, students’ blackboards and textbooks and teaching materials. In relation to the budget of 2007, about 1.5 billions of euros have been allocated to universities, TEI and to the Academy of Athens, while 832,000 euros are for the Hellenic Quality Assurance Agency. The funds of the Public Investment Program is intended to infrastructure, studies and educational materials.

== Quality assurance ==

Until 2005 there was no system of quality assurance in university education, until it was enacted with the 3374 Law .
This law has established a quality assurance system for the entire university education, which includes both the technology sector and the university one. This law complies with the European standards and guidelines suggested by the European Association of Quality Assurance (ENQA) and its partners (EUA, EURASHE, ESIB / ESU), which were adopted first by the Ministry of Education in Bergen.
The Greek Quality Assurance System includes:
* internal assessment
* external review
* publication of results
* participation of students
* peer review

The university system evaluation is coordinated and supported nationally by an independent and specific authority for the assessment, called the Hellenic Quality Assurance Agency (HQAA) and supervised by the Ministry of Education.
The Hellenic Quality Assurance Agency (HQAA), established by Law 3374/2005, also has a consultancy role since it keeps the competent bodies of the state and the higher education institutions informed on current international developments and trends in the relevant issues.

This agency is based in Athens and is made up of 15 members appointed by the Minister of Education who remain in office for 4 years and can not fill this role for more than twice, whether consecutive or not, and are also allowed foreign experts. The President must be an academic with an internationally recognized authority and with a significant research activity, preferably with experience on qualitative issues and on the development of the education system. The other members are representatives of the academic staff of universities and technology institutes, students, researchers and social partners.
This agency ensures the transparency of the evaluation procedures and its mission is to support the organisation of the university education through the implementation of procedures: improving the quality of university education by informing the state and HEIs on international developments and trends, promoting research in the area.
In particular, some of the major responsibilities for HQAA are:
* The HQAA plans, coordinates and supports HEIs’ evaluation procedures;
* Employs guidelines and standards to specify and review the form of HEIs’ evaluation reports, as well as the evaluation criteria and indices;
* Compiles, keeps and revises the Register of independent Greek and international experts and specialists in the area of Quality Assurance;
* Collects information and maintains a database with data from the evaluation reports of all Greek HEIs;
* Performs studies and carries out research in order to develop the methodology, techniques and applications of quality assurance and keeps all competent bodies of the state and the Greek HEIs up-to-date;
* Maintains mutual cooperation with corresponding foreign organizations and represents Greece in international quality assurance networks;
* Publishes the evaluation results and the measures adopted for quality assurance and improvement of higher education.

The law divides the evaluation process into two levels: the internal and external evaluation.
The internal evaluation is the first step for the external assessment and is carried out by each academic unit (that is the subject of the evaluation) and consist of the systematic assessment and recording of instruction, research or other activities in relation to the objectives and mission of the HEI . To take part in this internal evaluation, which lasts two semesters, are research and teaching staff members, scientific and administrative staff member and student representatives.
The criteria and evaluation indices concern the quality of teaching and research activities, the quality of study programs and other services provided by HEI. These indices and criteria are standardized and specified under the guidelines of HQAA and depend on the field of studies of each academic unit.

The '''internal evaluation''' is being conducted under the responsibility of each academic unit in cooperation with the Quality Assurance Unit, a body found in every HEI to coordinate and support the assessment procedures.
An internal evaluation report contains cumulative information with quantitative data on students, teaching-research staff, educational and other scientific staff, administrative staff, infrastructure, student welfare etc. The HEI’s Internal Evaluation Report is compiled every two years by the QAU and sent to the HQAA.
The external evaluation process is repeated every four years at the latest with the cooperation of HEIs and the HQAA. The external evaluation is carried out by the External Evaluation Committee (EEC), which consists of five members from the register of independent experts kept at the HQAA. One of the members of the EEC may be nominated by the academic unit under evaluation but the remaining members are elected by the HQAA. The participation of at least one foreign expert and one representative from a professional or other scientific union in the External Evaluation Committee is also desirable. The EEC takes into consideration the self-evaluation report and makes an in situ visit to the evaluated academic unit, which has to facilitate as much as possible the committee’s work with supplementary information, discussions and contacts with the members of the academic unit. The EEC compiles the draft external evaluation report with the secretarial and administrative support of the HQAA and this draft report is then notified to the academic unit under evaluation, which then has to submit its remarks within a fifteen-day time limit from the date of the notification of the draft.

The '''external evaluation''' is completed within four months with the External Evaluation Report which is submitted to the HQAA. After the evaluation processes have been completed the HQAA makes the External Evaluation Report public. The External Evaluation Report includes the independent experts’ analyses, findings, and recommendations for the measures that need to be taken in order to improve the quality of the task of the institution.
There is only one body with the task of the recognition of foreign degrees and periods of study: the National Academic Recognition and Information Center (Hellenic NARIC – DOATAP): it is responsible for the recognition of study titles issued by foreign higher education institutions, both universities and foreign technological institutions and for providing information on studying in Greek HEIs. The Hellenic NARIC is located in Athens and is supervised by the Ministry of National Education and Religious Affairs. The Hellenic NARIC also has a consultancy role on issues concerning the recognition of foreign degrees and is the responsible body for the elaboration of the Action Plan for Recognition submitted in the London Ministerial Conference .

== Country's HEIs in the information society ==

=== Towards the information society ===

Today one of the main priorities of Greek educational policy is continuous improvement, with respects to the integration of ICT, into the educational sector. Numerous actions have been implemented and are being further developed in relation to ICT integration; such actions are coordinated by the Ministry of Education and Religious Affairs in the framework of the Information Society Programme .
In the framework of this programme, the infrastructure (broadband connections across the country, networks, and computer equipment) is being further developed and maintained, digital content and services (educational software, educational portals, educational services, e-management) are being enriched and expanded and teacher training
continues to emphasise the exploitation of new technologies in educational practice.
Moreover, the following pilot Actions are being planned and implemented:
the distribution of laptops to students, the development of the “ideal school lab”, the development of virtual teacher training, virtual learning environments and virtual content management systems, on-line interactive educational TV.
At the same time, the Hellenic Ministry of Education and Religious Affairs has launched a coordinate effort for the utilization of ICTs and their incorporation into the everyday educational procedure. This effort is implemented in the fields of the third Community Support Framework mainly from the Operational Program of Information Society, (OPIS) under the direct supervision of the General Secretary of the Hellenic Ministry of Education and with the support of the Hellenic Ministry of Education Information Society office and the "Strategy for ICTs in Education" Committee.
It is constructed onto four lines of action:
* Installation and support of network and computational equipment.
* Development of software and digital content for educational and administrative purposes (educational software, information systems, Internet content e.t.c.).
* Training of the educational community on ICTs, targeting to the utilization of the above areas.
* Modernization of administration areas.

The aims of this Strategy are:
* The incorporation of ICTs in the teaching process.
* The support of the Informatics lesson taught in high school, senior high school and technical school.
* The support of every cognitive area through the use of ICTs.
* The elimination of digital illiteracy and variations on ICT skills.

=== Information society strategy ===

Since 2002, there are activities targeted to the elaboration of a systematic approach towards :
* Compliance with EC directives regarding e-Accessibility
* Initiatives related to e-Inclusion in the context of the Operational Programme "Information Society" of the 3rd Community Support Programme (Secretariat for the Information Society, Hellenic Ministry of Economy and Finance) in the domains of: Education and Culture, Health, Employment, Public Administration, Telecommunications.
The Digital Strategy 2006-2013 is addressed to the challenges of the 4th Community Support Programme and i2010:
* Infrastructures (broadband access, development of accessible one –stop shops, subsidies for ICT equipment for specific population groups)
* Education (incentives for the development of accessible educational content and distant learning)
* Health (Accessible regional e-health services, universally accessible health records and other related information)
* Public administration (accessible e-services for the regional government, digital content and information services, an important example is the International Call for Tenders conducted by the Greek Pedagogical Institute in 2006. It aims for the development of a digital library and its best practices in certification and implementation of educational software).
The digital strategy 2006 – 2013 replaces the “white paper” for the information society and strengthens the role of the existing Operational Program for the Information Society, by re-examining its goals. At the same time, the new digital strategy meets the challenges of the 4th Operational Period (2007-2013) and is compatible with the new European policy for the Information Society “i2010” and with the “Jobs and Growth” action plan, both of which were outlined in the first semester of 2005.

== Virtual Campuses in HE ==

=== Interesting Virtual Campus Initiatives ===

==== The Hellenic Open University ====
In 1992, while attempting to reform the institutional framework of higher education the establishment of the Hellenic Open University (Elliniko Anoichto Panepistimio - ΕΑΠ/EAP) was decided. HOU is the only HEI that providing distance education at all three levels (undergraduate, postgraduate and doctorate) as well as training courses. It was finally established in 1997 and began operating in 1998. Like all the other public universities in Greece, the Open University is a legal entity of public law, completely independent and autonomous . It was established by Law 2083/92 and it is seated in Patras but various activities such as consultative meetings and exams are organized in eight Greek cities (Athens, Thessaloniki, Patras, Heraklio, Ioannina, Xanthi, Piraeus and Larissa).
HOU’s overarching characteristics were defined and formed by the first administrative committee’s decisions (time period 1995 to1997) and was significantly informed by the British Open University model. This historical legacy significantly influenced the formation and operation of the institution .
The model of the tutor-counselor, as employed at the British Open University (Sewart, 1980), has also been adopted by the HOU. HOU’s planning and organization of its program offerings are based on explicit goals, clear guidelines, and detailed instructions to guide its students and its tutors. According to its instructional publications, HOU adopted Holmberg (1989) ideas on the central role distance learning materials play in students’ mastery of distance learning studies. HOU also faces internal and administrative challenges, some of which do not support or assist in developing its distance learning methods that can be easily delivered via ICT. The HOU, nonetheless, is welcomed and supported by most Greeks, primarily because it offers them a second choice and, sometimes, a chance at accessing the fruits of education. In the academic year 2006-2007, HOU served 15,026 undergraduate and 8,624 graduate students enrolled in six undergraduate and 24 graduate courses .

The mission of the Hellenic Open University (ΕΑΠ/EAP) is to provide distance undergraduate and postgraduate education and adult education, by developing and utilising appropriate educational materials and teaching methods. Among the goals of the HOU is to promote scientific research in a flexible and innovative way and to develop technology and methodology in the field of distance learning and also to offer University studies to those who cannot attend classes or laboratories for whatever reason.
The ΕΑΠ/EAP organises:
* Undergraduate study programmes leading to a degree.
* Postgraduate training programmes that lead to certification of training.
* Postgraduate training programmes that lead to a postgraduate specialisation degree or doctoral degree.

During the process of student selection, priority is given to applicants who are over twenty-three years of age, therefore, most of the students are employed and their average age is of 30-40 years old. Moreover, students with special needs are admitted to the Hellenic Open University and the available places for them amount to an additional three percent of the set number of places for undergraduate study programmes. For admission to an undergraduate programme a high school degree is necessary. The number of applicants is usually much greater than the number of offered places and this why candidates are selected by electronic lot in the presence of a district attorney for ensuring transparency.
HOU has introduced some innovations in the Greek higher education system. These are :
# Studying exclusively through distance learning.
# The application of a modular system and the replacement of courses by the flexible form of modular courses, which can be easily altered, according to the social and educational needs at the time.
# Introduction of a five-level educational system that covers all levels from post-secondary vocational training to doctorate level.
# Foundation of a University Laboratory for Educational Material and Methodology Research.
# Foundation of a University Evaluation Unit.
# The simplification of governance structures with the abolition of the Rectors’ Council and the establishment of a flexible Senate.
# The introduction of HOU’s basic functional unit, the Course Modules that cover a specific study field at undergraduate or postgraduate level. Each course module is equivalent to three semesters in a Greek university.
HOU consists of four schools: the School of Humanities, the School of Social Science, the School of Science and Technology and the School of Applied Arts. These schools award Bachelor, Master and PhD degrees and certificates of training or of attendance. The average time for studies is six or seven years for the undergraduate studies and four years for the postgraduate studies. HOU is a rapidly developing higher education institution. Only two study programmes in 1998 compare to the thirty-one that operate today (2006-2007).

At the same time, there is a rapid yearly increase in the number of students, and the number of applicants exceeds the offered places of study.

[[Image:Greece_HOI.jpg|center]]

===== Teaching Method =====
The objectives of the Hellenic Open University (ΕΑΠ/EAP) are achieved through the use of methods of teaching and learning from a distance. These methods are based on high quality educational material which must be appropriately developed in terms of both form and content in such a way as to guarantee high quality self-education and frequent assessment of students. This material is traditional (books, notes, evaluation forms), audio-visual (sound tapes, videotapes, optic discs) and in any other electronic form (multimedia and Internet).
Most educational materials used by HOU are original, that is they are created by a team of experts. This team, for example, determined responsibilities and frames within which each team member operated. Members included: a writer, who wrote the material following particular specifications demanded by form and content; an academic responsible for each program; a reader, who ‘fact checked’ the study texts for scientific quality; and, finally, a DE expert who ensured that all texts complied with the pedagogical principles needed to support effective DE delivery. Construction of distance pedagogical scientific knowledge, within the creation of original educational material produced by HOU, reflects: a) strong classification of material based on strict specifications and the involvement of special scientists in the scientific area that ensure the scientific validity and reliability of HOU’s learning materials, b) strong framing because the relationship and terms of collaboration are pre-determined and everyone works on specific, known, and irrefutable rules. In certain cases were the writers were unable to adapt their work to the specifications required, projects were cancelled .
The pedagogical practices, as formulated in the HOU, with the criterions of the ‘power of framing’ and ‘PECS’ are now examined :
# In the HOU, educational material packages consist of: books, cassettes, videos, CD-Rom, and educational software supported through the use of ICT (Act 1/7-11-1995). The creation of an electronic bank of educational material (i.e., learning objects) is currently under consideration (Act 18/11-12-1996).
# Modules are accompanied by detailed timetables of study and students deliverables in the form of written work and tests (HOU, 2002). Thus, the following are determined:
#* Lock-step sequencing of DE contents provides students a timeline for learning and knowledge acquisition. Students are also given instructions on the applicability of additional learning materials available to them to help them master the subject material on a deeper level (i.e., additional texts, books, and audiovisual materials that are not part of the course per say, but are nonetheless helpful).
#* HOU students learn in a paced environment. HOU’s academic year is divided to 32 weeks, beginning the first week of October. Students are made aware of the time they need to spend to study of each chapter (e.g., one or two weeks) and of deadlines and timelines they must meet in handing in their written work and assignments.
# By regulating all facets of students’ studies, evaluative criteria are determined. That is, the questions concerning the rights and obligations of teachers and students in sub-areas such as ‘communication’ are defined. For example, teachers must be available for student consultations during specific times; moreover, all comments on all written assignments must be returned to students within 15 days of receipt. In terms of quality assurance, HOU evaluates its teachers via a student questionnaire that asks pointed questions as to whether or not teachers failed, met, or exceeded students’ expectations on basic criteria such as timeliness, accessibility, and instructional efficacy.

HOU uses a comprehensive regulatory framework to support its students. As such, strong framing exists concerning ‘relationships’ cultivated inside the institution itself. Indeed, HOU is uses clearly defined hierarchical relations of power on two levels:
# First, HOU’s administrative committee decides the general policy of the institution. The chairman plays a central role in providing direction and guidance to the administrative committee. For example, A. Lykourgiotis, the first chairman of the administrative committee, when taking into consideration the opinions of committee, formally articulated HOU’s educative and organizational features (Koustourakis, 2006). This shows strong framing in the rule sequencing/ pacing and criteria and in the regulative rules between academic personnel, tutors, and HOU’s administrative committee.
# The second level concerns the operation of HOU’s various programs and modules. In this case, HOU’s program directors and module coordinators coordinate and supervise how established instructional policies will guide HOU’s various programs and study modules. Sub-committee teams comprised of instructional personnel (i.e., teachers and tutors) working on specific modules, participate in this process. At first glance, this appears to show relatively weak framing in terms of communication among the teachers/ tutors. The coordinator of each module, however, is typically a member of the HOU’s academic personnel, and their decision is central in that this person determines and directs daily the work flow of the overall team that must deal with HOU’s day-to-day procedural affairs, such as the formulation and/ or choice of subjects on offer, pedagogical approaches that should be best taken, and the development and administration of final written examinations.

The methodology used for EAΠ/EAP Undergraduate Programmes of Study is that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* laboratory practice of students at the laboratories of the EAP at Patras (wherever this is provided in the Curriculum);
* final and repeat examinations held for each thematic unit all over Hellas at the same time.

The undergraduate students can attend the programme of studies of their choice from wherever they live in any region of the country or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens, Thessaloniki, Herakleio, Ioannina, Xanthi, Piraeus and Larisa.
As regards the ΕΑΠ/EAP Postgraduate Programmes of Study leading to a Postgraduate Specialisation Diploma (ΜΔΕ/MDE) or to a Certificate of Postgraduate Study, the methodology used is also that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* final and repeat examinations.
The postgraduate students can attend the programme of studies of their choice from wherever they live in any region of Hellas or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens and Thessaloniki.

===== Courses offered =====
'''Degrees'''

* Studies in the Physical Sciences
* Information Science
* Administration of Businesses and Organisations
* Studies in Hellenic Culture
* Studies in European Culture
* Spanish Language and Culture

To complete the undergraduate programme and be awarded a degree, the student must successfully complete and be examined in at least twelve (12) Thematic Units. The student selects from one (1) to three (3) Thematic Units per year .

'''Postgraduate Specialisation Diplomas (ΜΔΕ/MDE)'''

* Administration of Tourist Enterprises
* Administration of Health Units
* Administration of Health Services of the National Health System
* Banking
* Administration of Cultural Units
* Environmental Planning of cities and buildings
* Environmental Planning of infrastructure works
* Quality Assurance
* Postgraduate Specialisation for English Language Teachers
* Postgraduate Specialisation for German Language Teachers
* Postgraduate Specialisation for French Language Teachers
* Studies in Education
* Adult Education
* Seismic engineering and anti-seismic structures
* Technical Works Management
* Postgraduate specialization in computer systems
* Studies in Orthodoxy
* Graphic arts – Multimedia
* Waste management
* Advanced studies in Physics
* Environmental degradation and protection
* Postgraduate specialization for Physical Sciences Teachers
* Postgraduate studies in Mathematics
* Business Administration (MBA)

For students to complete their postgraduate studies and receive their MDE, they must have completed and been successfully examined in four (4) thematic units. Another requirement is a thesis that reflects the content of one or two Thematic Units according to the programme. For students to complete their postgraduate studies and receive their Certificate of Postgraduate Study, they must complete and have been successfully examined in one (1) Thematic Unit (duration of studies at least one academic year).

Comparing the educational practices between HOU and conventional Greek universities, however, is like comparing apples to oranges. While traditional universities operate in a teacher-centered context, HOU students are placed at the epicenter of HOU’s educational process. HOU students must learn how to learn at a distance. Clearly, this demands more flexible practices on the part of HOU in terms of providing student support, from writing student-centered educational materials designed to meet the needs of adult learners learning at a distance, to the level and dynamics of online communication between students and tutors, to the support of student-centered learning, to the deployment of Group Advisory Meetings, and most importantly motivating students to cognitively process and synthesize and learn the course materials by themselves with only a tutor there as a “guide on the side” to help them succeed in their learning journey. In the last case, elements of interpretative epistemology enter the HOU, which is aimed at making the institution friendly and accessible to its students by supporting and encouraging their self-driven effort for education and training.
The majority of HOU’s students are busy adults juggling family and work responsibilities, while studying part time. HOU’s role of the tutor, which is based on the British Open University exemplar, currently shows weak framing in terms of students-tutor relationships. This is why the development and deployment of ICT is helpful for the success of HOU’s students. Such technologies not only help build working relationships between tutors and students, but also help students to help themselves to the panoply of online resources and educational materials that can help them learn at a distance. Unfortunately, HOU currently lags behind many other open and distance education institutions in the world, specifically in terms of incorporating and using ICT to support and aid students in their learning. The lack of suitable online educational (digital) materials, coupled with the reality that computer and Internet usage in Greece – primarily due to high cost of access – remains low, means that HOU faces significant challenges in terms of supporting students using ICT. The good news, however, is that this is slowly changing, as reflected in the high-level use of ICT by the HOU for administrative purposes.

=== Interesting Programmes ===

'''Aristotle University of Thessaloniki'''

Aristotle University in Thessaloniki is innovative since 1995 where takes place the first pilot applications for the exploitation of new technologies in education within the 1st EE funded project. Since 1997, there is an important effort to transform the bigger university in Greece in dual mode university that can provide a great part of graduate and postgraduate programs with both traditional methods and distance learning, with the creation of 6 virtual tele-classes and one tele-conference room. Academic community members can participate in distance learning activities, educational seminars and conferences with experts. A great number of teleconferences sessions took place within these last 8 years between Aristotle University and other academic units all over the world, where students and faculty from all participating universities had the opportunity to attend lectures, to participate in international conferences and to effectively train through seminars professionals such as teachers in all levels of education in new technology aspect.

'''University of Macedonia in Thessaloniki'''

The University of Macedonia, located in Thessaloniki, has a great laboratory with a significant experience and expertise in coordinating and participating in a large number of national and international research projects under FP5/IST, FP6/IST, Interreg. The laboratory has also provided consulting services for the European Commission as well a number of national organizations e.g. Ministry of Interior, Prefecture of Thessaloniki, Region of Central Macedonia etc. and it has collaborated with a large number of major academic institutions, research organizations, private enterprises and public authorities in Europe. There are many completed and running projects in this area, both Greek and European; for example, Innovative Enterprise Architecture Education and Training Based on Web 2.0 Technologies (EATrain2).
The aim of the EATrain2 is to identify the training and educational needs of employees in both public and private sector and of university students and to fulfil these using innovative pedagogies and practices based on Web 2.0 technologies and active, problem-based learning approaches. The main result of the project is expected to be: the empowering of Universities, VET organizations, students and employees through innovative training, teaching methods and practices based on Web 2.0 technologies. EA training and teaching material for students, public employees and private employees and an education and training platform based on Web 2.0 technologies.

'''The National & Kapodistrian University of Athens'''

The Asynchronous eLearning Platform is a complete Course Management System that supports Asynchronous eLearning Services via a simple web browser. Its goal is the incorporation and constructive use of the Internet and web technologies in the teaching and learning process. It supports the electronic management, storage and presentation of teaching materials, independently of the spatial and time limiting factors of conventional teaching and creating the necessary conditions for a dynamic teaching environment.
The introduction of eLearning into the traditional teaching process provides new capabilities and allows new means of interaction between students and teachers, through a contemporary technological peak environment.
The Open eClass platform, used by the University, is a complete Course Management System. It is the solution offered by the Greek Academic Network GUnet to support Asynchronous eLearning Services. It is mainly designed, developed and supported by the GUnet Asynchronous eLearning Group and is distributed for free as open-source software.
The incorporation of asynchronous eLearning services offers new possibilities in education, providing interaction and constant teacher-student communication. It is said, at the same time, that electronic organization, storing and presentation of educational material, regardless the limiting factors of place and time of typical teaching, is supported, forming the conditions of a dynamic educational setting. The Open eClass platform is designed with the goal to bring new actions that promote its corporate utility in the already existing educational patterns into effect.
The main user role is that of the teacher who can create practical and functional electronic courses easily and quickly, using the educational material provided (note, presentations, texts, pictures, etc). At the same time, students attain an alternative entry channel to the knowledge offered. Finally, the Open eClass platform supports all asynchronous eLearning services without boundaries and limitations, and the platform access is achieved via a simple web browser without any demand of specialized technical knowledge .
The adult education modules based on the Distance Learning model were designed in response to increased education requirements in various job environments. They spin around 5 thematic units in the field of finance and last from 5 to 9 months. Upon successful completion of the academic requirements, adult students receive a Certificate of Studies. In particular, the University awards Certificates of Training and Certificates of Specialisation, each reflecting specific programme choices by the students. Eligible candidates to the University’s adult education programme are University and T.E.I. graduates and secondary education graduates with previous experience. Candidates are selected on the following criteria: Grade Point Average of Degree or Graduation Diploma (Apolyterio) and priority with respect to application filed. Candidates are required to have access to a personal computer and the Internet. Fees vary with respect to the thematic unit selected .

'''Pandeion University for Social and Political Sciences'''

The Pandeion University for Social and Political Sciences in Athens in order to provide complete long life education and training for Social and Political sciences issues has proceeded in the production and development of various educational applications, such as distance learning, telematics and multimedia. These applications aim to educate and train the instructors that are necessary for the implementation of the multiple purpose training and seminar carriers all over the country.

'''Athens University of Economics and Business'''

The Tele-education Centre of the Athens University of Ecomomics and Business materializes an application for the development of distance learning environment through the Lab. of Business Information Technology. The pilot web courses in the asynchronous distance learning environment concern web courses for :Internet and E-commerce, Database for Business applications, Principles for the design and Implementation of Information systems and Business Information Systems, specifically created to support the needs of executives.
The Teleducation Center is fully operational, serving the current needs of the Institution. The scope of the Tele-education Center is:
* the supply of distance learning services to the University students, either by supporting the courses with additional distance learning material, or by giving the whole course with the use of the tele-education method;
* the continuous education and training of executives, working in Greek organizations, public or private, free lancers and unemployed;
* the export of distance learning services to other countries;
* the operation of the Tele-education Center as a link for gathering the national resources concerning the education technology development and the education service supply;

During the last few years, a real-time multimedia, distance learning classroom has been created. This specially designed classroom can function either independently as a multimedia classroom, equipped with audiovisual and digital devices, which assist and improve educational process or as a virtual, distance learning classroom. The classroom is equipped with state-of-the-art network and audiovisual devices, which allows for full duplex communication among this and other classrooms. The design and the equipment of the classroom enables high interaction among participants of a course delivered simultaneously in different classrooms, by simulating all operations taking place in a traditional classroom, thereby creating a virtual classroom.

'''University of Piraeus'''

The University of Piraeus through its Network Center supports a number of WWW course tools, available only for potential students. In order to enter the specific web tutorial page the student has to create a personal account. It is an asynchronous distance learning environment. These specific web courses refer to various issues such as cardiological events and tooth hygiene.
The Computer Centre of the University of Piraeus aims at facilitating the educational, administrative and research work of the University. Students of all departments are having Computer Science courses and practice in four fully equipped laboratories at the Computer Center with 85 workstations. In addition, the Computer Center supports the research work of the University by providing every possible assistance in both the uses of computer applications and equipment.
In almost every administrative function of the University there have been applied modern methods of organisation using computer systems. More specifically, many applications have been developed covering the needs in student’s records, in the main University library and in the other Administrative Departments (Accounting, Finance, Personnel etc).
It should be specially mentioned that modern office automation computer systems and desktop publishing applications are extensively used by the academic and administrative staff thus providing high level services.
Most of the research projects are supported by the University Central Computer system (DEC 5810 Risk) in which there have been installed many Relational Data Base Management Systems, programs for economics and statistical analysis, expert systems, computer language compilers etc.
This main system is connected through the Ethernet Network with Unix Workstations over 200 PC’s used in education, 50 Apple Macintosh systems for office automatic projects and other special devices such aw plotters, scanners etc.
The Computer Center also provides communication facilities with other Universities, Institutions and Research Centers all over Greece and abroad, mainly through its Internet Server System DEC Alpha 1000.
The Network Management Centre (NMC) of the University of Piraeus is located in its central building and is responsible for:
* The management of the data and voice network
* The design, implementation and evolution of the University network System and user support
* The provision of teleconference services
* The provision of internet and web (www) services
* The provision of dial-up access services
The University continually invests on improving its network structure using up to – date technologies and on developing telematic applications for teaching and research purposes.

'''University of Ioannina'''

The University of Ioannina provides a Computer and Media Centre that organises all computer services for teaching and research operations and administers the campus-wide network, which includes access to global computer networks. More than one hundred personal computers are directly accessible to students. Regularly offered information courses and a number of supervisors provide all necessary assistance for users. There are also facilities provided by the Media & Documentation Centre that include a variety of production capacities as well as archive materials in the field of audio-visual media. Among these is a fully equipped broadcasting studio, equipment for electronic editing, and video producing, and a photo lab. Besides lecturers, students do have access to all facilities if they work on supervised projects.
In the University of Ioannina there is also a Open and Distance Learning Centre: as regional office of the German Open University, the Centre gives support to students who are enrolled at the Open University by supervising their studies and preparing for exams. A stock of self-learning material (print and audio-visual media) is available to both Open University and University of Lueneburg students.

'''University of Thessaly'''

The University of Thessaly Network Management Centre, in cooperation with GUNET, offers the following pilot services: videoconference and tele-education over IP, videoconference, Video on Demand, concerning the live transmission of TV programs and local radio station program through Internet. The Network Centre of the University has already set up a fully-equipped videoconference room in Trikala, for the Department of Physical Training Science. The video teleconference room has already been successfully used for synchronous distance education sessions in physical training science issues for the students and for similar post- graduate courses attendance.

'''Information Technology Laboratory'''

Information technology education is a necessity of modern times. The introduction of IT in education is based on two paradigms:
• IT as an autonomous knowledge-base that needs to be introduced in the curriculum.
• IT as an interdisciplinary research and learning tool.

The availability of instant access to IT allows both teachers and students to familiarize themselves with technology and supports educational needs of the department (demonstration, group work, communication, information database access …).

'''Network Operation Centre'''

The aim of this Centre is the creation and maintenance of network of support of unified services that interlink all the buildings of University Thessaly, in all the cities of Thessaly in which the University allocates installations, as well as the offer of high quality of services of telephony, transport of data, and picture.
More concretely the work aims in the concretisation:
* Structured wiring in all the buildings of University Thessaly, that aims at as the easy connection of any user or with the network of data via computer or with the network of telephony.
* System of transport of data of high output, on the connection of all computers of Papenjsti'mjo Thessaly via long distance and urban engaged lines and regional networks of last technology (FDDi, ATM, Ethernet).
* Internal telecommunications network for the support of advanced services of digital telephony and multimedias make where it allows the complete and reliable cover of corresponding needs of means of Academic community.
* Points of access (Access Point) in the network of Academic institutions (GUNet) Public network ISDN and but national and international networks of communication as well as with the Internet.
* Management and extension of Network according to the needs of Academic community.
* Benefit of Services of information via the international networks of information and with use PC (WWW USENET News, Ftp, Search Engines etc).
* Aid and education of users of University Thessaly for the effective use of Network.

The network of support of unified Services provides in all the members of Academic community the possibility of most rapid connection with the Internet and access in world scale sources of information. It offers the possibility rapid and qualitative communication between the installations of University Thessaly. It allows the import of new technologies in the education (multimedias, education by distance) research and administration. It upgrades the Programs of Study and strengthens the collaboration with other Academic institutions of country and abroad. It contributes in the interconnection of University with local productive and administrative institutions.

'''University of the Aegean'''

The University of the Aegean has been the first Greek University to fully utilise Information and Communication Technologies (ICT)into its everyday activities, and thus implementing the Information Society in Hellenic higher education. The University of Aegean has achieved to connect through the Aegean-net all university units in different islands on the Aegean Sea, the islands of Lesvos, Chios, Samos, Rhodes. The Aegean-net project offers the proper infrastructure and know-how to these remote geographically locations and aims to use for research/educational purposes.

'''The Pedagogical Institute (P.I.)'''

The Pedagogical Institute operates a Distance Learning Centre which provides distance training to educators of Primary and Secondary Education who access the P.I. server either from their schools or home. The relevant services offered spin around the following axes:
* Self-education: access to (search & retrieve) training material and information on a wide range of subjects that may be of interest to educators, pupils and parents.
* Co-operative learning: on-line participation in various discussion groups and joint projects.
* Virtual classrooms: interactive, real-time classroom sessions using dedicated ISDN connections.

'''Greek Schools Network'''

The Greek Schools' Network is the educational intranet of the Ministry of Education and Religious Affairs (www.ypepth.gr), which interlinks all schools and provides basic and advanced telematic services. Thus, it contributes to the creation of a new generation of educational communities, which takes advantage of the new Informatics' and Communication Technologies in the educational procedure.
The implementation of the Greek Schools' Network is funded by the Framework Programme for the Information Society , in close cooperation between the Ministry of Education as well as 12 Research Centers and Highest Education Institutes, specialized in network and Internet technologies.
Educational Exploitation of the Greek Schools Network
The current design and implementation of the Greek Schools Network focuses in providing useful services to all members of the basic and middle education community, fulfilling among others the following goals:
* Access to telecommunication and informatics services
* Access to digitized educational material
* Distance learning, e-learning
* Encourage collaboration
* Information and opinion exchange
* Conduct of thematic discussions, seminars, lectures, etc.
* Access to digital library services
* Communication and Cooperation of all educational degrees
* Communication with European educa-tional networks
* Facilitate complimentary educational programs
* Provide education to individuals with special needs or disabilities
* Inform, educate, entertain

== Lessons learnt ==

== References ==

* [http://www.gnto.gr/pages.php?pageID=14&langID=2 Hellenic Republic - Ministry of Tourism - Greek National Tourism Organisation – General Information ]
* [http://europa.eu/abc/european_countries/eu_members/greece/index_en.htm Europe – Gateway to the European Union]
* [http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=REF_TB_population&root=REF_TB_population/t_popula/t_pop/t_demo_gen/tps00001 Eurostat - Data on Population]
* [http://www.parlalex.it/documentazione/gre.rtf Greek Constitution]
* [http://promitheas.iacm.forth.gr/i-curriculum/Assets/Docs/NatReports/Greek%20Report.pdf Greek Educational System – The implementation of ICT in the Greek Curriculum in Compulsory Education – IACM/FORTH, November 2003]
* [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/0_integral/EL_EN.pdf Eurybase – The Educational System in Greece, 2005-2006, Eurydice, Directorate-General for Education and Culture]
* [http://www.cepes.ro/publications/pdf/Greece.pdf Kyriazis, Asderaki, Higher Education in Greece, UNESCO, 2008]
* [http://www.stat-athens.aueb.gr/~jpan/oecd-background-report.html Educational Policy Review – Background Report to OECD on education]
* [http://www.ypepth.gr/docs/site_apologismos_pepr.pdf Our Actions on Education, 2004-2007 (in Greek)]
* [http://www.infosoc.gr/infosoc/en-uk The official Greek portal for I.S.]
* [http://www.epractice.eu/resource/2037 Greece Information]
* Eurybase (The Information Database on Education Systems in Europe – The Educational System in Greece, 2005-2006, Directorate-General for Education and Culture
* Kontogiannopoulou-Polydorides, G. Mylonas, Th. Solomon, J., & Vergidis, D. (1994). “Greece: System of education.” In T.N. Postlethwaite International Encyclopedia of Education. Oxford: Pergamon.
* Koustourakis, G. (2006). An attempt formation of the framework for the organization and functioning of the Hellenic Open University: A sociological approach. [In Greek]. In A. Lionarakis (Ed). Open and Distance Education: Elements of theory and praxis (pp. 42-77). Athens: Propobos.
* Koustourakis, G., Panagiotakopoulos, C., & Vergidis, D. 2008. A Contribution to the Hellenic Open University: Evaluation of the pedagogical practices and the use of ICT on distance education. The International Review of Research in Open and Distance Learning [Online] 9:2. Available: http://www.irrodl.org/index.php/irrodl/article/view/424]
* Soutas, Andreopoulou, Ipsilandis “[http://www.onlined.org/papers/000185.pdf Distance Learning in Higher Education and Perspectives in Greece]”
* Vergidis, D., & Panagiotakopoulos, C. 2002. Student Dropout at the Hellenic Open University: Evaluation of the Graduate Program, "Studies in Education". [http://www.irrodl.org/index.php/irrodl/article/view/101/563
The International Review of Research in Open and Distance Learning]

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> [[Countries]]

[[Category:Europe]]
[[Category:European Union]]

Greece

2009-04-08T12:19:08Z

Alessandro.Caforio: /* References */

== Partners situated in Country ==

-

== Country in a nutshell ==

[[Image:Greece_map.jpg|right]]
GREECE (Ελλάδα – Elláda) officially the Hellenic Republic, is a country in southeastern Europe, situated on the southern end of the Balkanic Peninsula and it includes more than 2000 islands situated in Ionian and Aegean Seas and it has a total surface area of 131,957 km2. Greece is a parliamentary republic and it’s considered as the cradle of the western culture and thought. Greece is a member of the European Union since 1981, of the Economic and Monetary Union of the European Union since 2001and also a member of NATO from 1952.

Athens is the capital of Greece and Thessaloniki, Patras, Heraklion, Volos, Ioannina, Larissa e Kavala are some of the most important cities of the country.

As of January 2008, the population of Greece is estimated at 11,262,000 by Eurostat : the 58,8% lives in the urban areas and only the 28,4% in rural areas.

The official language is the Modern Greek that is spoken by the 98.5% of population; moreover, there are some Slavic and Turkish minorities.

The widespread religion is the Orthodox Christian and the relationship between State and Church are regulated by the Third Article of the Greek Constitution.

Greece is divided in 13 perifereies (περιφέρειες) – Attica, Central Greece, Central Macedonia, Crete, East Macedonia e Thrace, Epirus, Ionian Island, North Aegean, Peloponnese, South Aegean, Thessaly, West Greece, West Macedonia – subdivided into a total of fifty-one prefectures called nomos.
Greece is a Parliamentary Republic thanks to the Referendum of the 8th December 1974.

The President of the Republic, who is considered the edge of the state, is elected by the Parliament for a five-years terms, only for two mandate.
The Greek Constitution, formed by 120 articles, foresee the separation of the three powers: executive, legislative and judiciary.
The executive power is exercised by the President of the Republic and by the Government. The President of the Republic is the commandant in chief of the armed forces and he presides over the Defense Council.
The civil authority of the armed forces is the Ministry of the national defence. The President of the Republic appoints the Prime Minister and the other Cabinet members.
Legislative power is exercised by a The legislative power is exercised by a 300-member elective unicameral Parliament (Vouli ton Ellinon) : elections are held every four years by universal suffrage through a complex proportional system, with barrage at 3%.
The judiciary power is independent from the executive and legislative and it comprehends three Supreme Court: the Court of Cassation (Άρειος Πάγος), the Council of State (Συμβούλιο της Επικρατείας) and the Curt of Auditors (Ελεγκτικό Συνέδριο).
Greece has a multiparty system, dominated by two principles political party: the liberal-conservative New Democracy (ND), actually in power, and the social-democratic Panhellenic Socialist Movement (PASOK).

== Country education policy ==

During the 19th century, have been implemented in Greece, many reforms in the education field, in relation to the structure of the system, the national curriculum and the language used for education. In 1975 the Constitution has established the new paradigm of education legislation that was introduced through the reform of the education system, one year later, in 1976. The reform in question has established a common language for education, has reformed the education division between primary, secondary and tertiary education and emphasized the modernization of curricula and the improvement of the administration and monitoring of education.
The second period of reforms of the education system began in the mid-nineties and the third period in early 21 century, between 2004 and 2006. This reform, introduced important changes, like the creation of the Foundation of International University of Greece, the reform of secondary vocational training, the introduction of a new law for the assessment of education and legislative actions in relation to lifelong learning area.

In the Greek Constitution, education is identified as a responsibility of the state. The majority of Greek citizens attend public schools, in fact, there are few private schools that are supervised by the Ministry of Education. The Minister has a centralized control on state schools, sets educational curricula, he manages the staff and monitors the funds.
At regional level the role of supervisor of the Minister is done through the Regional Councils for Primary and Secondary Education that operate in every prefecture. The tertiary institutions are almost totally autonomous, even if the Minister is responsible for funding. In accordance with Article 16 of the Greek constitution, education, both moral, intellectual, occupational and physical, is a basic mission for the state, with the aim of developing a national and religion conscience and provide adequate training to the future citizens.

The basic legislation is included in the following:

* Constitution 2001 (Article16).
* Law 682/1977: “About the private schools and boarding houses”.
* Law 1566/1985: “Structure and Operation of Primary and Secondary Education and other Stipulations”.
* Law 2817/2000: “Regional Directorates of Education”.
* Law 2916/2001: “Structure of Higher Education and settlement of issues in the Technological Sector”.
* Law 2986/2002: “Organisation of Regional Services of Primary and Secondary Education, assessment of teaching task and staff, teachers’ in service training and other stipulations”.
* Law 3027/2002: “Regulations concerning the Organisation of School Buildings for Higher Education and other stipulations”.
* Ministerial Decisions 21072α/Γ2/ Official Journal 303 v.B’/13-3-2003 and 21072β/Γ2/ Official Journal 304v.B’/13-3-2003, “Cross-Curricular Thematic Framework and Curricula of Primary and Secondary Education”.
* Law 3255/2004: “Regulations for Issues of all Educational Levels”.
* Law 3369/2005: “Systematisation of Lifelong Learningand other stipulations”.
* Law 3467/2005: “Selection of primary and secondary education teachers, regulations for Administration and Education issues and other stipulations”.
* Law 3475/2006: “Organization of secondary vocational education and other provisions”.
* Law 3549/2007: “Reform of the institutional framework concerning the structure and function of the higher education institutes”.

More recently legislation interventions made in the period 2000-2001 include :
# Improvements have been made to the 1997/98 reform, regarding the access system to Higher Education and the hiring of educators. In the case of the first one notes a less rigid textbook based assessment system which exhibits features of analysis, association, critical thinking etc. in this regard one can claim that attempts are made to reach congruency between the curriculum and its contents and the assessment for access to higher education system.
# Legislation regarding the fields of Special Education, decentralisation of education, training and evaluation of educators has been reformed (Law 2986/2002).
# Technological Education Institutes have been upgraded by being incorporated in Higher Education which now consists of two parallel sectors namely: the University and the Technological ones. (Law 2916/2001).

The specific changes introduced into the education system with the Greek Reform of 2007 include:
The establishment of Unified Upper Secondary School (Eniaio Lykeio) which is gradually replacing all other existing types of upper secondary school (lykeio);
The procedure for admission to higher education has been changed, with emphasis on the assessment of pupils in the second and third degree of lykeio;
The duration of kindergartens and primary schools has been stretched because it will gradually move to full-time;
Second Chance Schools have been created specifically for teens who have already completed 18 years and have not yet completed the compulsory school;
The design of a common curriculum for both primary and secondary education

A focal point of educational policy is the idea that education is a social resource and a right for every citizen. Based on laws passed by Parliament for each educational level, the State intends to render more democratic the whole process of education, decentralizing it, ensuring the participation of those who are directly involved in the process, raising the quality level provided and applying the principle of merit principle in the recruitment of specific staff . Compared to European data Greece isn’t investing many resources to fund educational projects: in fact, the percentage of GDP granted to education in 2005 was 3.98% . Also the other percentage rates are lower than the European average.

[[Image:Greece_GDP_Edu_exp.jpg|center]]

The current reform (Law 3549/2007: "Reform of the institutional framework concerning the structure and function of the higher education institutes") will be discussed extensively later, in paragraph “Higher Education Reform”.

== Country education system ==

[[Image:Greece_Edu_struct.jpg|right]]

Education system in Greece is subdivided in 4 levels:
* Pre-primary Education: nipiagogeio (preschool);
* Primary Education: dimotiko Scholeio (primary school);
* Secondary Education: gymnasio (Lower Secondary School), geniko lykeio (General upper Secondary School), epaggelmatiko lykeio – EPAL (Vocational Lyceum/ EPA.L), TEE (Technical Vocational Schools / TEE) and epaggelmatiki scoli – EPAS (Vcational Educational Training Schools / EPAS);
* Higher Eduation: Panepistimia/AEI (University), Technologika Ekpaideftika Idrymata / TEI (Technological Education Institutes) and the School of Fine Arts (ASKT) .

The education system in Greece ranges from 6 to 16 years old and normally include the primary school (demotiko) and secondary (Gymnasio).

=== Pre-primary Education ===
Law 1566/1985 determines all the details concerning the structure and organization of primary and secondary education. The same law provides that the pre-school education depends on the primary system and in this sense follows the regulations in place for Dimotiko Scholeio (primary school).
In particular, the pre-school education is provided by Nipiagogeia (Kindergartens) that operate independently or in specialized centres together with the state nursery school (children's centers). The frequency of nipiagogeio lasts 2 years and after the changes introduced in 2006, was made compulsory from 5 years of age. The issues concerning the organization of nipiagogeia are governed by decisions N° F27/148/G1/160/14-2-95 of the Minister of Education.
Since 1997 has been set up full time: Oloimero nipiagogeio (All-day kindergarten) was introduced by Law 2525/97. Finally, in relation to Article 73 of Law 3518/2006, the frequency at nipiagogeio begins from 4 years of age, becoming compulsory from 5 years onwards.
The nursery school (Παιδικός σταθμός, Paidikós Stathmós) starts at the age of two and a half years, in institutions both public and private. They are very popular, but attendance is not mandatory.

=== Primary education ===
Primary education is provided within the primary schools (scholeio), whether public or private. The primary schools are distributed all over the country, even in the remotest regions. Attendance is mandatory and there are no additional costs for school and for textbooks. The frequency in Dimotiko Scholeio lasts 6 years and includes levels 1, 2, 3, 4, 5 and 6. The access is possible after having completed 6 years of age.
Oloimero Scholeio (All-day School) operate in parallel to the ordinary primary school, with an extended timetable and an enriched curriculum.
The current primary and secondary school structure was established in 1985 with the Law 1566: this law has instituted new procedures for the designing of new curricula and textbooks. This framework has been modified and enriched with new laws and presidential decrees.
There are also Idiotika nipiagogeia (private kindergartens) and idiotika scholeia operating under the responsibility of the Ministry of Education and controlled by regional administrative bodies, just as in the case of public schools. They have the same organization and structure of state schools and qualifications equivalent to those issued in public.

=== Secondary education ===
Secondary education in Greece is divided into two levels: Compulsory Education and Higher Secondary Education.

'''Types of Institution'''
This subdivision describes the main types of educational institutions that are included in secondary education.
* Compulsory Secondary Education – Gymnasio
* Upper Secondary non-Compulsory Education - Geniko Lykeio
* Vocational Lyceum – EPAL (epaggelmatiko lykeio) | Vocational School – EPAS (epaggelmatiki scholi) | Technical Vocational Educational School - TEE (Technika Epangelmatika Ekpedeftiria) (secondary non-compulsory education)
* Post-Secondary non Tertiary Education – IEK (Institouta Epaggelmatikis Katartisis)

The compulsory secondary education is provided in Gymnasio, which lasts for 3 years: from 12 to 15 years of age.
The upper secondary education (not compulsory) is provided through two types of institutions: Geniko lykeio (General Lyceum / GL) and epaggelmatiko lykeio - EPAL (Vocational Lyceum). The frequency in both types of school lasts 3 years. There are also epaggelmatiki Scholar - EPAS (ΕΠΑΣ / SS), professional schools, the frequency of which lasts for 2 years.
With the Law 3475/2006 , it is determined that training is provided within the Vocational Lyceums (EPAL) and Vocational Schools (EPAS), which replaced the State Technical Vocational School (TEE), under the supervision of the Minister of Education and Religious Affairs. The change from the TEE to EPAL / EPAS was gradual and started in the academic year 2006-2007.
The duration of the course is 3 years and is divided into 3 levels of employment:
The first level includes 3 levels: I) Technology, II) Services, III) Naval;
The second includes Mechanical Engineering, Electrician, Electronics, Building Works, Information Science, Economics and Management, Health and Welfare, Agronomy, Food and the Environment.
The third level includes: General mechanical engineering, Car engineering, Electrical facilities, computer systems & networks electronic experts, Economics and Management employees, Tourist enterprises employees, assistant nurses, Medical & biological laboratories assistants, Pharmacy assistants, Food Technology & Control, Landscaping – Environment & Agro-tourism, Modern Business Agriculture, Merchant Marine Masters, Merchant Marine Engineers.

In addition, there are particular gymnasia and lykeia : religious, minorities, inter-cultural, music experimental and some special classes for pupils who need special education, called Secondary Special Needs Education Schools and Inclusion Classes (ΣΜΕΑ/SMEA). Other alternative secondary education are the School of Fine Arts, Sports Facilities Classes and Second Chance Schools. In state schools the attendance is free and textbooks are distributed free of charge by the state.
The post-secondary education (not university) includes Epaggelmatikis Instituta Katartisis-(IEK) - Vocational Training Institutes - which offer qualifications for employment and diplomas that certify the training received. In fact, this type of institutions provides a formal professional education with the possibility to receive a Certificate or a Diploma of Vocational Training, equivalent to that of professional schools (Vocational Lyceums - EPAL). This license allows entry into the working world in both the public and the private sector. These schools accept students both from Gymnasio and Lykeio. The Vocational Training Diploma of the Organization for Vocational Education and Training (OEEK) is now recognized as a formal qualification to apply for jobs, even in the public sector (Presidential Decree 50/2001, Government Gazette 39/A/5-3-2001 on Determination of appointment qualifications in posts of public sector bodies).

=== Private Education ===
In Greece there are secondary private institutions such as Gymnasia, Lykeia and TEE, but recently with Articles 9, 13 and 14 of Law 3475/2006 (Government Gazette 146/issue A/2006), were included also private Vocational Lykeia (EPAL) and Vocational Schools (EPAS): private EPAL and EPAS are organized and follow the same schedule of classes in public schools.
Furthermore, as established by Law 3475/2006, there are also private Gymnasia and Lykeia, that provide education for foreigners living in Greece, as established by the Act governing foreign schools. These schools may use a foreign education program, a Greek educational program or a mixed program, both foreign and Greek.
In addition, there are private Vocational Training Institutes (IEK), which are coordinated by the Organization for Vocational Education and Training (OEEK).

== Higher education ==

Higher education in Greece comprises two parallel sectors (Law 3549/2007, Article 2), university and technology. The university sector, including Universities (Ανώτατα Εκπαιδευτικά Ιδρύματα, Anótata Ekpaideytiká Idrýmata, "ΑΕΙ"), Polytechnics and Higher School of Fine Arts (ΑΣΚΤ / ASKT). The technology sector, includes Higher Technological Education Institutes (TEI) and School of Pedagogical and Technological Education.
The universities are fully self-administered legal entities of public law that are financed and supervised by the Ministry of National Education and Religious Affairs, in accordance with Article 16 of the Constitution.
Entry to these institutions depends on the performance of the examinations that are performed in the 3rd grade of secondary school.

=== Typologies of Greek higher education institutions ===

[[Image:Greece_HEdu_typology.jpg|left]]

The '''higher education sector''', including the AEI Universities, Polytechnics, the Higher School of Fine Arts (ΑΣΚΤ / ASKT) and the Hellenic Open University (EAP). The '''university sector''' of the secondary education includes Universities (A.E.I.), Polytechnics, Higher School of Fine Arts (ΑΣΚΤ/ASKT) and the Hellenic Open University (EAP).
These educational institutions are funded and under the control of the state: the supervision is exercised by the Minister of Education. In Greece there are 23 universities, including the Polytechnics, the Academy of Fine Arts and the Hellenic Open University (ΕΑΠ / EAP). A particular type of educational institution is the International University of Greece (ΔΙ.ΠΑ.Ε / DIPA), operating in Thessaloniki and it is an independent secondary education institution and completely self-administrated. This University is a legal entity of public law and its mission is to provide higher education to foreigners interested in studying in Greece. To carry out this mission, the International University organizes and promotes graduate and post-graduate programs of study, using distance teaching and learning. The courses last for approximately 4 years, with the exception of certain faculties where the course lasts even 5 or 6 years. The academic year consists of two semesters, with 13 weeks of lessons and three weeks of examinations. Students complete their course of study after 4 years if they pass the examination of both the compulsory and the optional subjects. At the end of the studies they obtain a Diploma or Degree in relation to the Faculty concerned. The Universities issue certificates in the following fields:

* Humanities, law and social sciences
* Sciences
* Health Sciences
* Technological Sciences
* Economic and Management Sciences.

The '''technology sector''' includes Technological Education Institutes (TEI) and Higher School for Teachers of Technological Education (ΑΣΠΑΙΤΕ / ASPA). In this area there is also the Higher Military Education Institute.
The Technological Education Institutes (TEI) are under the supervision of the Ministry of National Education and Religious Affairs (ΥΠΕΠΘ / YPEPTH).
There currently are 15 TEI and a School for the technology and pedagogy education, in the whole country, and 95 specializations offered by TEI in the following fields:
* Graphic arts and artistic studies
* Administration and economics
* Health and welfare occupations
* Technological applications
* Food and nutrition technology
* Agronomy technology
* Music technology.

The studies last for 4 years with a total of eight semesters, which include both periods of lesson and a final semester devoted to the preparation of the thesis. During this final period, students can begin to practice their profession through a training period that will then be evaluated. After the completion of studies, students will receive a Degree.

==== Secondary non-tertiary education ====
The higher non-university education includes the Higher Ecclesiastical Schools, Higher
Schools of Dance and Drama, Higher Schools of Tourist Professions, Higher NCO Schools and Higher and Police Academies. According to the constitution, vocational training and any other special training is provided by the State in institutions o the higher education level. The duration of studies in these schools can not exceed 3 years.
The main types are: the Higher Ecclesiastical Schools, under the supervision of the Ministry of Education and Religious Affairs that will be converted to University Ecclesiastical Academies through the Law 3432/2006 and will operate as tertiary education institutions. The Higher Schools of Dance and Drama, under the supervision of the Ministry of Culture, the Higher Schools of Tourist Professions under the supervision of the Ministry of Tourist Development, Higher Schools for Petty-Officers who are managed by the Ministry of Defense and the Higher Police Academy, supervised by the Ministry of Public Order.

==== Postgraduate Studies ====
The organization of postgraduate studies is governed by '''Law 2083/92''':
universities have full responsibility for the organization and payment of post-graduate courses. All TEI may participate, in the form of consortia with Greek or foreign universities, organizing courses. With the Law 3374/2005 the TEI that have passed the assessment of the prerequisites, have the ability to provide post-graduate courses. There are different degrees of postgraduate courses: the Master and PhD.
The programs of post-graduated studies are appointed by the General Assembly of Special Composition of the department and are approved by the Academic Senate.
In the proposal, the following are mentioned: the field of study and the objectives of the programme, the type of the awarded postgraduate titles, the categories of the admitted graduates, the duration of the program, the courses, the teaching, the research or any other activities of the postgraduate students, the number of postgraduate students, the prospects and the needs of the relevant university in staff and infrastructure, the operational cost and the financial resources. The Minister of Education gives the final approval of the postgraduate study programmes, issuing a decision published in the Official Journal. For the organization and the operation of a postgraduate study programme the competent bodies are the following: the Senate of a Special Composition, the Committee for Postgraduate Study Programmes which operates at HEI level, the General Assembly of a Special Composition, the Coordinative Committee of the postgraduate study programmes and the Director of Postgraduate Studies .
Doctoral programs last a minimum of 3 years, as determined by law. Some programs are structured while others are based on pure research. There was an increase in PhD programs due to the interdisciplinary nature of the topics related to research. In fact, both programs include teaching courses with research activities. Doctoral programs may include activities such as discussions, presentations, workshops, attending seminars or publications. The Law gives students the opportunity to create a doctoral program but only for those faculty that do not already have a post-graduate studies program .
At the end of the study period there is a written thesis that is discussed publicly in front of a committee of seven academic professors.

=== Universities in Country ===

The University of Athens is the most ancient University of the oriental Mediterranean.
The other main Universities are:
* Agricultural University of Athens
* Aristotle University of Thessaloniki (mirror)
* Athens School of Fine Arts
* Athens University of Economics and Business (AUEB)
* Democritus University of Thrace (campuses: Komotini, Xanthi, Alexandroupoli, Orestiada)
* Harokopion University of Athens
* Hellenic Open University
* International Hellenic University
* Ionian University
* National and Kapodistrian University of Athens
* National Technical University of Athens
* Panteion University of Social and Political Sciences
* Technical University of Crete (T.U.C)
* University of the Aegean (campuses: Mytilene, Chios, Karlovasi, Rhodes, Ermoupoli)
* University of Central Greece (campuses: Lamia, Livadeia)
* University of Crete (campuses: Heraklio, Rethymno)
* University of Ioannina (campuses: Ioannina, Agrinio)
* University of Macedonia (campuses: Thessaloniki, Edessa, Naoussa)
* University of Patras
* University of Peloponnese (campuses: Tripoli, Korinthos, Kalamata, Nafplio, Sparti)
* University of Piraeus
* University of Thessaly (campuses: Larissa, Volos, Karditsa, Trikala)
* University of Western Macedonia (campuses: Florina, Kozani)

[[Image:Greece_Uni.jpg|center]]

=== Technological Institutes of Higher Education in Country ===
* Alexander TEI of Thessaloniki (campuses: Sindos, Katerini, Kilkis, Nea Moudania)
* School of Pedagogical and Technological Education
* TEI of Athens
* TEI of Chalkida (campuses: Chalkida, Thiva)
* TEI of Crete (campuses: Heraklio, Chania, Rethymno, Agios Nikolaos, Ierapetra, Sitia)
* TEI of Epirus (campuses: Arta, Ioannina, Preveza, Igoumenitsa)
* TEI of Ionian Islands (campuses: Lefkada, Argostoli, Lixouri, Zakynthos)
* TEI of Kalamata (campuses: Kalamata, Sparti)
* TEI of Kavala (campuses: Kavala, Drama)
* TEI of Lamia (campuses: Lamia, Amfissa, Karpenisi)
* TEI of Larissa (campuses: Larissa, Karditsa, Trikala)
* TEI of Messolonghi (campuses: Messolonghi, Nafpaktos)
* TEI of Patras (campuses: Patra, Aigio, Pyrgos, Amaliada)
* TEI of Piraeus
* TEI of Serres
* TEI of Western Macedonia (campuses: Kozani, Florina, Kastoria, Grevena and Ptolemaida)

[[Image:Greece_Tei.jpg|center]]

== Higher education reform ==

Higher education reform
The existent Law 1268/82 governs the operation of tertiary education and was introduced by the Socialist Government (PASOK) in 1982. There were several changes made to this Law, in particular the 1404 Law of 1983 and the 2083 of 1992.
The main innovations brought about by Law 1268/82, which drastically changed the operation of universities, are the following:
* The old faculties were divided into departments, each of which corresponds to a university discipline area.
* The Chair system, which was the focus of the past organisation of universities, was replaced by the scientific sector (tomeas). The tomeas is responsible to a General Assembly in each Department.
* All policy decisions related to the various levels are taken by the appropriate General Assemblies which consist of all members of the teaching staff and a considerable number of undergraduate and some postgraduate students.
* Undergraduates have equal representation in the electoral bodies for the selection of the administrative heads of the University as the members of the academic staff.
* Members of the teaching staff form a single body with four levels: (i) lecturer, (ii) assistant professor, (iii) associate professor and (iv) professor. Only those belonging to the two upper ranks of the academic hierarchy are elected to permanent (tenured) positions. Appointments and promotion of all teaching staff is made by special electoral bodies, which meet together with the General Assemblies of the departments. New categories of auxiliary teacher, technical and administrative personnel has been created.
* Each university is administered by: (i) the Rector who is supported by two vice-Rectors, elected for a period of three years by an electoral college. The electoral college consists of all the faculty members, an equal number of undergraduate students and representatives of the technical staff, the administration staff, the graduate students, the teaching assistants and the foreign language teachers. Each of the latter groups has a representation which is 5% of the size of the faculty (total 25%), (ii) the Rectors’ Council, which consists of the Rector, the two vice-rectors, one representative of the students and one representative of the administrative personnel and (iii) the Senate consisting of the Rector and the vice-rectors, the deans of the university faculties, the heads of the autonomous departments, one representative of the teaching staff, one representative of undergraduate students from each department, one representative of administrative personnel and a number of representatives of the post-graduates students. All representatives are elected. The Senate is regarded as the top administrative agent of the University. Each faculty, comprising of relevant departments, is administered by: (a) the Dean, who is elected for three years by the General Assembly of the faculty, (b) a Council which comprises the dean, heads of the departments and one undergraduate student from each department and (c) the General Assembly of the faculty which consists of the General Assemblies of the departments.
Each department is administered by: (a) the head, who is elected for two years, (b) the Administrative Council which consists of the head, the directors of departmental sections and representatives of the students and of the technical or administrative personnel, and (c) the General Assembly of the department. The director of each sector, who is elected for one year, and the General Assembly of the sector are the administrative agents.
* A National Academy of Letters and Sciences (EAGE) and a National Council of Higher Education (S.A.P.) as already described, were established by the new law, as advisory bodies to the Government and as a co-ordinating supervisory agencies on teaching, research, undergraduate and postgraduate programmes, evaluation and appointment of academic personnel, creation of new universities or units in them, allocations of funds etc. However, the National Academy of Letters and Sciences has never functioned because of the negative reaction to it of the professorial body.
* The undergraduate studies were reorganised into "semester courses" and a basic structure for the promotion of graduate programmes was set up.

As stated above, Law 2083 in 1992, modified Law 1268 of 1982. The main modifications were the following:
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was reduced to 50% of the faculty.
# The election of the Vice-Rectors became a separate procedure from that of Rectors.
# A four-year plan for the creation and advertisement of teaching staff positions was established.
# The role of administrative bodies with a small number of members was strengthened.
# Members of the teaching staff were ranked according to the service they provide (full time or part-time employment).
# Two cycles of undergraduate studies were established. The first cycle has four semesters. Passing the examinations in all subjects taught during the first cycle is a prerequisite for the continuation of studies in the second cycle.
# Students who fail to complete their studies within the prescribed period of time, extended by two extra years, were not entitled to any kind of financial aid awarded by the state.
# Postgraduate studies and the functioning of research programmes was reorganised.
# Free distribution of academic textbooks was restricted only to students with low annual income.
# New academic institutions such as the Centre for the Greek Language, the Open University and the Committee for Evaluation of Higher Education were created.

The above measures have been further modified or abolished by Law 2188/94 (Minister of Education D.Fatouros) as follows (retaining the numbering above):
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was increased to 80% of the faculty.
# The election of the Vice-Rectors is not a separate procedure from that of Rectors.
# A one-year plan for the creation and advertisement of teaching staff positions was established.
Points 5, 6, 7 and 9 were deleted; 8, and 10 remained the same
Special regulations concerning "guest" students and the mobility of teaching staff and students were also introduced by the new law. This is an attempt to adjust the legal framework of Greek higher education to the context of European Union and to promote co-operation with other countries.
Finally, both the organisation and the functioning of the Technological Education Institutions (TEIs) is based on the Law 1404/1983, and Presidential and Ministerial decisions issued in connection with this Law. The TEIs are distinguished from the AEIs, in terms of their purpose, function (including their administration), staff qualifications and hierarchy, the length of programmes and the fact that they offer no postgraduate courses.
However, their organisation and operation is similar to those of the AEIs. TEIs are oriented towards the application of recent technological knowledge and practice, while AEIs are more science and research-based institutions. Thus, the TEIs have direct links with various productive enterprises where most of the students’ practical work is carried out.
TEIs are self-governing bodies enjoying academic freedom and freedom of teaching and
research. They are divided into schools and departments similar to those of AEIs. Each
TEI together with its schools and departments is administered by members elected by
the General Assemblies in which the teaching staff, an important number of students'
representatives and a number of support personnel representatives participate. The permanent teaching staff are grouped according to three scales: laboratory professors, assistant professors and professors. Possession of a doctorate is a necessary prerequisite for appointment to the rank of professor.
The new law for TEIs provides for the establishment of two Advisory Services at the MoE to offer TEIs advisory support. They are: (a) the Council for Technological Education (Symboulio Technologikis Ekpedefsis - STE), (b) the Institute for Technological Education (ITE). In addition there are Regional Technological Councils whose role is to facilitate the formation of links between TEIs and productive units for economic and any other support .
The legal basis for the organization of university, is the Article 16 of the Greek Constitution which declares that education is a fundamental mission for the State. In addition, it states that higher education can be provided exclusively by institutions which are legal and independent entities under the public law, and it forbids to private institutions to provide university courses. The current situation is changing: in the Greek Parliament there are extensive debates on the amendment of this article, that will enable private non-profit HEI, with some prerequisites for quality .
This new Law “The Reform of the Institutional Framework for the Structure and Operation of Higher Education Institutions” was submitted to the Plenary of the Greek Parliament and was approved on 8 March 2007.
This law regulates the structure of secondary education and is based on Law 1268/1982 that covers only the university sector. The technology sector has a different legislative framework (Law 1404/1983) and up to 2001 the TEI were not regarded as institutions of higher education. The new Law 3549/2007 specifies that the university education comprises two parallel sectors, university and technology, and refers to both types of institutions. This law wants to transfer more responsibility to the HEI, through the internal regulation. The status of the rector is valued: he can be elected by all students and staff and will have the power to exercise legal control and appoint the academic staff.

The most important innovations introduced by the new Law 3549/2007 obligate HEIs:
* to compile internal regulations in order to ensure their even operation and enhance their autonomy;
* to compile a four-year academic-development programme, where their mid-term and long-term goals will be defined and their strategy will be planned;
* to elect their leadership through immediate and collective participation of the academic community groups in the election procedure. The position of HEI Secretary has been introduced for the better management of administrative and financial matters;
* to redefine the concept of academic immunity (asylum);
* to enhance student support services and assign tutors to students;
* to adopt measures in support of students from weaker financial classes such as: compensative scholarships, interest-free educational loans as well as support provided to disabled students;
* to enhance their libraries;
* to establish social accountability and transparency procedures;
* to enhance the European and international dimension of Greek higher education.

Other issues, which should be defined by the internal regulations, are added in the new Law 3549/2007:
# the deontological rules for all the members of the academic community as well as the procedures and the control bodies established for their observance;
# the operation rules of the collective bodies and the obstacles to the participation in those bodies;
# the participation in research or other programmes;
# the operation of the student support services and the exercise of a tutor’s duties by teaching and research staff members;
# the general rules for operating libraries, study and reading rooms of an institution;
# the extent, procedures and requirements for awarding exchange scholarships to students;
# the procedures and requirements for ensuring the safeguarding of the institution and its property in the most efficient way;
# the proportion between obligatory and optional courses of the syllabus and the necessary requirements for students’ participation in all exams;
# the procedure for designing and revising the four-year academic and development program as well as the annual report;
# the specialization of the prerequisites and procedures for the election, advancement or permanent appointment of teaching and research staff members or research staff members;
# the way representatives of the teaching and research staff members or of research staff members from every section are appointed in the General Assembly of a department;
# the composition of the support secretariat for the Secretary of the institution, the qualifications, the selection procedures and the competencies of the Secretary of the institution;
# the way the electoral procedures are conducted for the emergence of the collective bodies of the institution; and
# the integration of the decision made by the qualified body of the HEI with regard to the designation of the HEI’s areas covered by academic asylum.

“''Our aim is to ensure that our HEIs have the necessary resources to continue to fulfill their full range of purposes. Those purposes include: preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base; and stimulating research and innovation.”''
[Ministers for Higher Education, London Communique, 18 May 2007]

=== The Bologna Process ===

Greece is a founding member of the Bologna Process (1999). Beginning with 2004, intensive efforts have been made in order to implement everything agreed within the framework of the Bologna Process. While in all the other European countries reforms were rapidly implemented, in Greece delays occurred. Today, 46 countries, including Greece, actively participate in the creation and establishment of the European Higher Education Area; Greece is a member of the Bologna Follow-Up Group and was a member of the Board during 2005-2006. Greece also takes part in the Stocktaking Group and in the External Dimension Group (2005-2007). As a member of the European Union, Greece participates, within the framework of the Lisbon Strategy, in the effort to “make Europe the most dynamic Knowledge Society worldwide” and can only go along with the decision of the heads of states and governments made in Barcelona in 2002, which sets the Bologna Process as the basis for cooperation in higher education.

The most important legislative reforms and developments relating to the Bologna Process since Bergen are the following:

'''''Quality Assurance, ECTS, Diploma Supplement'''''

Law 3374/2005 regulates quality assurance in higher education, the establishment of the European Credit Transfer and Accumulation System and the Diploma Supplement. The law establishes for the first time a national system of quality assurance in Greek higher education, which addresses both universities and TEIs. It also realizes the commitments undertaken by the Ministers of Education in Berlin (2003), complies with the European Standards and Guidelines suggested by ENQA and its partners (EUA, EURASHE, ESIB)
and adopted by the Ministers of Education in Bergen (2005), fully respects the autonomy of the institutions and ensures student participation. The above law determined the obligatory application of a credit system, fully compatible with the European Credit Transfer and Accumulation System (ECTS), for all undergraduate and postgraduate study programmes.
Moreover, Law 3404/2005 , which regulates operational and study issues, further contributed to the improvement of the quality of TEIs and established new permanent positions for the educational staff.

'''''Recognition of Degrees'''''

Law 3328/2005 for the establishment of a new Agency for Degree Recognition (DOATAP) was created in order to simplify the procedures for recognition of degrees and study periods. DOATAP is a member of the NARIC network.

'''''The European Dimension, Recognition of Joint Study Programmes and Mobility of Students and Staff'''''

Law 3404/20055, Article 23 on Joint Postgraduate Study Programmes and Joint Doctorates, gives universities the possibility to award double, multiple and joint degrees and allows the use of a language other than Greek in postgraduate study programmes. Thus, it enhances the cooperation between Greek and European HEIs, the mobility of students and academic staff and the European dimension of Higher Education. Moreover, Law 3549/2007 also stipulates the possibility to organize undergraduate study programmes in languages other than Greek.

'''''Lifelong Learning'''''

Within the National Strategic Development Plan (2007-2013), an intergraded lifelong learning policy has been planned because Greece has significantly fallen behind compared to the other European countries. Thus, with the cooperation of the Ministers of Education and Employment, the National System of Connecting Vocational Education and Training was established and the framework for the organization of lifelong learning was created with Law 3369/2005. This law was recently supplemented with Law 3577/2007 .
As far as higher education is concerned, Law 3369/2005 on Lifelong Learning enables the universities to establish and run lifelong learning institutes and have additional revenues, since they can charge fees for training courses. The substantial participation of HEIs in lifelong learning places universities at the centre of the social and financial life of the country and of the region where they are located. They provide citizens with new and often innovative and flexible opportunities for regular and distance-learning and, at the same time, they assume a key role for the adaptation of the workforce to the structural and
technological changes rapidly taking place in the professional fields today. Moreover, the Hellenic Open University, whose study programmes are mainly addressed to the working population, has been facing a rapid development as new programmes were added in all three cycles and new training programmes were created.

'''''The External Dimension of the Bologna Process'''''

Law 3391/2005 regulates the establishment of the International Hellenic University and aims at enhancing student mobility. Moreover, as a member of the External Dimension Group of the Bologna Process, Greece organized a Bologna Seminar on “Putting European Higher Education Area on the Map: Developing Strategies for Attractiveness”, which took place in Athens, on 24-26 June 2006. The participants were mainly higher education stakeholders from the countries participating in the Bologna Process, but also representatives of OECD non-European and Mediterranean countries, representatives of the European Commission, consultative members of the Bologna Process as well as
representatives of international and student organisations (ESIB and AEGEE). The Bologna Seminar meant another step forward in defining the external dimension of the Bologna Process, stressed the need to enhance and bring out the quality of the European Higher Education Area and the need for adopting a concrete strategy on the attractiveness of the European Higher Education Area, which will be the European answer to global challenges.

'''''Mobility through Cycles, Access and the Removal of Obstacles'''''

A series of legislations resulted in the upgrading of those institutions belonging to the non-university sector and, with the exception of the higher ecclesiastical academies, are under the main supervision of other ministries. Thus, these institutions will issue Bachelor’s degrees and their graduates will be able to continue studying in the two next cycles at universities.
─ Law 3432/2006 upgrades the status of the higher ecclesiastical academies supervised by the Ministry of National Education and their degrees become equivalent with those of the higher education institutions.
─ Law 3413/2005 allows higher military schools (supervised by the Ministry of Defense) to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities).
─ Law 3450/2006 upgrades the status of the merchant maritime academies (supervised by the Ministry of Mercantile Marine) which are currently able to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities). Moreover, Law 3475/200612 regulates, among others, the access of secondary vocational education students to the higher technological sector.

'''''Student Participation'''''

Full participation of students in the governance bodies of HEIs has been ensured. Moreover, student unions participate in the National Council of Education, while Law 3374/2005 on quality assurance has also ensured students’ participation in quality assurance procedures. In addition, the Minister of Education and Religious Affairs has
signed Law 3443/200613, which enacts local youth councils and their participation in local governance, so that young people can become active citizens.

== Administration and finance ==

The Ministry of Education and Religious Affairs (ΥΠΕΠΘ/YPEPTH) is responsible for the administration of all the schools in the country: an administration carried out through the Central and Regional Services and through councils of a consultative and scientific nature that have been created and function in the Ministry’s Central and Regional Services.
Higher Education Institutions (AEI), are self-administered legal entities under public law and the Minister exercises supervision and monitors the legality of their actions and decisions through the Ministry’s central services.

'''''National level'''''

The Minister of National Education and Religious Affairs has the main responsibility for the planning and implementation of the education policy. In his/her task is seconded by two Deputy - Ministers who have specific areas of responsibility.
Under the Minister of Education also come: the General Secretariat for Youth (ΓΓΝΓ/GGNG) whose task is to secure and promote the rights of young people; the General Secretariat for Adult Education (ΓΓΕΕ/GSAE) responsible for planning, co-ordinating and implementing policies on a national scale and with regard to Greek expatriates, actions related to Lifelong Learning and especially: basic adult education, general adult education and training, socio-cultural training and education, open distance learning, as well as training of trainers.
Lastly, under the Ministry of Education also falls the General Secretariat of Religious Affairs that supervises the application of the government policy in the field of religion.
The administrative structure of the Ministry of National Education and Religious Affairs
(ΥΠΕΠΘ/YPEPTH) includes a vertical structure of Departments, Directorates, General Directorates and Integrated Administrative Sectors.
There are six Integrated Administrative Sectors (University Education, Administration of Community Support Framework Programmes, Greeks Abroad and Inter-Cultural Education, Studies, Training and Innovation Issues, Technological Higher Education, Audiovisual Teaching Aids, Education TV, Libraries and Historical Archives) headed by Special Secretaries, appointed by a joint decision of the Prime-Minister and the Minister. The Heads of the General Directorates are Directors General that are selected from among the permanent administrative officials by a Special Service Council. They are responsible for planning activities, coordinating the operation of the Directorates and Administrative Sections under them, evaluating the policy pursued in their sphere of competence and drafting proposals to be sent to the political leadership of the Ministry of Education.

'''''Regional Level'''''

In the context of the education decentralisation policy, Administration is exercised at a Regional Level by the Regional Education Directorates while, at a prefectural level, by the Directorates and the Primary and Secondary Education Offices, Regional Service Councils and Education Committees.
For administering and monitoring the operation of Primary and Secondary Education Institutions there is the Regional Education Directorates which relate directly to the Minister of National Education and Religious Affairs. Each Regional Education Directorate consists of the following Departments: a. Administration, b. Scientific-Pedagogic Guidance of Primary Education and c. Scientific-Pedagogic Guidance of Secondary Education.

'''''Local Level'''''

At local level (municipality or community), there are Scholikes Epitropes (School Committees), Municipal or Community Legal Entities, that manage the funds allocated to cover operating expenses for one or more Primary and Secondary schools depending on the local needs as evaluated by the competent local authorities.
The School Committees are assigned to manage the budget for the operational costs of Primary and Secondary Schools and to support the administrative operation of school units.

'''''Funding'''''

The sources of funding of Greek university are the regular state budget and the Program of Public Investment, which has two levels, one national, financed with national funds, and the community one, which includes European funds (Operational Programme for Education and Initial Vocational Training – O.P. “EDUCATION”, 2000-2006).
This second type of funds include the modernization of university education and the creation of new infrastructures, studies and materials and funds for research.
The Minister of Economy and Finance, Minister of Education, Universities and TEI are the entities involved in the distribution of funds, both those of the state budget and those of the Program of Public Investment. Although it is an informal process, as a good practice, the Minister of Education along with the Rectors’ Conference and the Conference of the TEIs’ Presidents agree upon the total amount and the allocation of funds. Then, each individual HEI cooperates with the Ministry of National Education in order to define the annual amount based on the Unified System of Allocation Criteria of the regular state budget.
The budget allocated to education is increasing year after year, and a satisfactory rate is assigned to university education. In compliance with the OECD, in 2003 was dedicated to education university the 1,3% of GDP: according to Eurostat data, Greece is the European country to increase their funding for higher education, with a approximately 98% (EU average: 82.8%); on the contrary, the contributions that come from households and private funds are approximately 1% .
In fact, Greece is one of six states of the European Union that does not require charging for university education. The funds for universities and TEI come regularly from the national budget and are used primarily for operating expenses that include: the payment of teachers and research staff, students’ blackboards and textbooks and teaching materials. In relation to the budget of 2007, about 1.5 billions of euros have been allocated to universities, TEI and to the Academy of Athens, while 832,000 euros are for the Hellenic Quality Assurance Agency. The funds of the Public Investment Program is intended to infrastructure, studies and educational materials.

== Quality assurance ==

Until 2005 there was no system of quality assurance in university education, until it was enacted with the 3374 Law .
This law has established a quality assurance system for the entire university education, which includes both the technology sector and the university one. This law complies with the European standards and guidelines suggested by the European Association of Quality Assurance (ENQA) and its partners (EUA, EURASHE, ESIB / ESU), which were adopted first by the Ministry of Education in Bergen.
The Greek Quality Assurance System includes:
* internal assessment
* external review
* publication of results
* participation of students
* peer review

The university system evaluation is coordinated and supported nationally by an independent and specific authority for the assessment, called the Hellenic Quality Assurance Agency (HQAA) and supervised by the Ministry of Education.
The Hellenic Quality Assurance Agency (HQAA), established by Law 3374/2005, also has a consultancy role since it keeps the competent bodies of the state and the higher education institutions informed on current international developments and trends in the relevant issues.

This agency is based in Athens and is made up of 15 members appointed by the Minister of Education who remain in office for 4 years and can not fill this role for more than twice, whether consecutive or not, and are also allowed foreign experts. The President must be an academic with an internationally recognized authority and with a significant research activity, preferably with experience on qualitative issues and on the development of the education system. The other members are representatives of the academic staff of universities and technology institutes, students, researchers and social partners.
This agency ensures the transparency of the evaluation procedures and its mission is to support the organisation of the university education through the implementation of procedures: improving the quality of university education by informing the state and HEIs on international developments and trends, promoting research in the area.
In particular, some of the major responsibilities for HQAA are:
* The HQAA plans, coordinates and supports HEIs’ evaluation procedures;
* Employs guidelines and standards to specify and review the form of HEIs’ evaluation reports, as well as the evaluation criteria and indices;
* Compiles, keeps and revises the Register of independent Greek and international experts and specialists in the area of Quality Assurance;
* Collects information and maintains a database with data from the evaluation reports of all Greek HEIs;
* Performs studies and carries out research in order to develop the methodology, techniques and applications of quality assurance and keeps all competent bodies of the state and the Greek HEIs up-to-date;
* Maintains mutual cooperation with corresponding foreign organizations and represents Greece in international quality assurance networks;
* Publishes the evaluation results and the measures adopted for quality assurance and improvement of higher education.

The law divides the evaluation process into two levels: the internal and external evaluation.
The internal evaluation is the first step for the external assessment and is carried out by each academic unit (that is the subject of the evaluation) and consist of the systematic assessment and recording of instruction, research or other activities in relation to the objectives and mission of the HEI . To take part in this internal evaluation, which lasts two semesters, are research and teaching staff members, scientific and administrative staff member and student representatives.
The criteria and evaluation indices concern the quality of teaching and research activities, the quality of study programs and other services provided by HEI. These indices and criteria are standardized and specified under the guidelines of HQAA and depend on the field of studies of each academic unit.

The '''internal evaluation''' is being conducted under the responsibility of each academic unit in cooperation with the Quality Assurance Unit, a body found in every HEI to coordinate and support the assessment procedures.
An internal evaluation report contains cumulative information with quantitative data on students, teaching-research staff, educational and other scientific staff, administrative staff, infrastructure, student welfare etc. The HEI’s Internal Evaluation Report is compiled every two years by the QAU and sent to the HQAA.
The external evaluation process is repeated every four years at the latest with the cooperation of HEIs and the HQAA. The external evaluation is carried out by the External Evaluation Committee (EEC), which consists of five members from the register of independent experts kept at the HQAA. One of the members of the EEC may be nominated by the academic unit under evaluation but the remaining members are elected by the HQAA. The participation of at least one foreign expert and one representative from a professional or other scientific union in the External Evaluation Committee is also desirable. The EEC takes into consideration the self-evaluation report and makes an in situ visit to the evaluated academic unit, which has to facilitate as much as possible the committee’s work with supplementary information, discussions and contacts with the members of the academic unit. The EEC compiles the draft external evaluation report with the secretarial and administrative support of the HQAA and this draft report is then notified to the academic unit under evaluation, which then has to submit its remarks within a fifteen-day time limit from the date of the notification of the draft.

The '''external evaluation''' is completed within four months with the External Evaluation Report which is submitted to the HQAA. After the evaluation processes have been completed the HQAA makes the External Evaluation Report public. The External Evaluation Report includes the independent experts’ analyses, findings, and recommendations for the measures that need to be taken in order to improve the quality of the task of the institution.
There is only one body with the task of the recognition of foreign degrees and periods of study: the National Academic Recognition and Information Center (Hellenic NARIC – DOATAP): it is responsible for the recognition of study titles issued by foreign higher education institutions, both universities and foreign technological institutions and for providing information on studying in Greek HEIs. The Hellenic NARIC is located in Athens and is supervised by the Ministry of National Education and Religious Affairs. The Hellenic NARIC also has a consultancy role on issues concerning the recognition of foreign degrees and is the responsible body for the elaboration of the Action Plan for Recognition submitted in the London Ministerial Conference .

== Country's HEIs in the information society ==

=== Towards the information society ===

Today one of the main priorities of Greek educational policy is continuous improvement, with respects to the integration of ICT, into the educational sector. Numerous actions have been implemented and are being further developed in relation to ICT integration; such actions are coordinated by the Ministry of Education and Religious Affairs in the framework of the Information Society Programme .
In the framework of this programme, the infrastructure (broadband connections across the country, networks, and computer equipment) is being further developed and maintained, digital content and services (educational software, educational portals, educational services, e-management) are being enriched and expanded and teacher training
continues to emphasise the exploitation of new technologies in educational practice.
Moreover, the following pilot Actions are being planned and implemented:
the distribution of laptops to students, the development of the “ideal school lab”, the development of virtual teacher training, virtual learning environments and virtual content management systems, on-line interactive educational TV.
At the same time, the Hellenic Ministry of Education and Religious Affairs has launched a coordinate effort for the utilization of ICTs and their incorporation into the everyday educational procedure. This effort is implemented in the fields of the third Community Support Framework mainly from the Operational Program of Information Society, (OPIS) under the direct supervision of the General Secretary of the Hellenic Ministry of Education and with the support of the Hellenic Ministry of Education Information Society office and the "Strategy for ICTs in Education" Committee.
It is constructed onto four lines of action:
* Installation and support of network and computational equipment.
* Development of software and digital content for educational and administrative purposes (educational software, information systems, Internet content e.t.c.).
* Training of the educational community on ICTs, targeting to the utilization of the above areas.
* Modernization of administration areas.

The aims of this Strategy are:
* The incorporation of ICTs in the teaching process.
* The support of the Informatics lesson taught in high school, senior high school and technical school.
* The support of every cognitive area through the use of ICTs.
* The elimination of digital illiteracy and variations on ICT skills.

=== Information society strategy ===

Since 2002, there are activities targeted to the elaboration of a systematic approach towards :
* Compliance with EC directives regarding e-Accessibility
* Initiatives related to e-Inclusion in the context of the Operational Programme "Information Society" of the 3rd Community Support Programme (Secretariat for the Information Society, Hellenic Ministry of Economy and Finance) in the domains of: Education and Culture, Health, Employment, Public Administration, Telecommunications.
The Digital Strategy 2006-2013 is addressed to the challenges of the 4th Community Support Programme and i2010:
* Infrastructures (broadband access, development of accessible one –stop shops, subsidies for ICT equipment for specific population groups)
* Education (incentives for the development of accessible educational content and distant learning)
* Health (Accessible regional e-health services, universally accessible health records and other related information)
* Public administration (accessible e-services for the regional government, digital content and information services, an important example is the International Call for Tenders conducted by the Greek Pedagogical Institute in 2006. It aims for the development of a digital library and its best practices in certification and implementation of educational software).
The digital strategy 2006 – 2013 replaces the “white paper” for the information society and strengthens the role of the existing Operational Program for the Information Society, by re-examining its goals. At the same time, the new digital strategy meets the challenges of the 4th Operational Period (2007-2013) and is compatible with the new European policy for the Information Society “i2010” and with the “Jobs and Growth” action plan, both of which were outlined in the first semester of 2005.

== Virtual Campuses in HE ==

=== Interesting Virtual Campus Initiatives ===

==== The Hellenic Open University ====
In 1992, while attempting to reform the institutional framework of higher education the establishment of the Hellenic Open University (Elliniko Anoichto Panepistimio - ΕΑΠ/EAP) was decided. HOU is the only HEI that providing distance education at all three levels (undergraduate, postgraduate and doctorate) as well as training courses. It was finally established in 1997 and began operating in 1998. Like all the other public universities in Greece, the Open University is a legal entity of public law, completely independent and autonomous . It was established by Law 2083/92 and it is seated in Patras but various activities such as consultative meetings and exams are organized in eight Greek cities (Athens, Thessaloniki, Patras, Heraklio, Ioannina, Xanthi, Piraeus and Larissa).
HOU’s overarching characteristics were defined and formed by the first administrative committee’s decisions (time period 1995 to1997) and was significantly informed by the British Open University model. This historical legacy significantly influenced the formation and operation of the institution .
The model of the tutor-counselor, as employed at the British Open University (Sewart, 1980), has also been adopted by the HOU. HOU’s planning and organization of its program offerings are based on explicit goals, clear guidelines, and detailed instructions to guide its students and its tutors. According to its instructional publications, HOU adopted Holmberg (1989) ideas on the central role distance learning materials play in students’ mastery of distance learning studies. HOU also faces internal and administrative challenges, some of which do not support or assist in developing its distance learning methods that can be easily delivered via ICT. The HOU, nonetheless, is welcomed and supported by most Greeks, primarily because it offers them a second choice and, sometimes, a chance at accessing the fruits of education. In the academic year 2006-2007, HOU served 15,026 undergraduate and 8,624 graduate students enrolled in six undergraduate and 24 graduate courses .

The mission of the Hellenic Open University (ΕΑΠ/EAP) is to provide distance undergraduate and postgraduate education and adult education, by developing and utilising appropriate educational materials and teaching methods. Among the goals of the HOU is to promote scientific research in a flexible and innovative way and to develop technology and methodology in the field of distance learning and also to offer University studies to those who cannot attend classes or laboratories for whatever reason.
The ΕΑΠ/EAP organises:
* Undergraduate study programmes leading to a degree.
* Postgraduate training programmes that lead to certification of training.
* Postgraduate training programmes that lead to a postgraduate specialisation degree or doctoral degree.

During the process of student selection, priority is given to applicants who are over twenty-three years of age, therefore, most of the students are employed and their average age is of 30-40 years old. Moreover, students with special needs are admitted to the Hellenic Open University and the available places for them amount to an additional three percent of the set number of places for undergraduate study programmes. For admission to an undergraduate programme a high school degree is necessary. The number of applicants is usually much greater than the number of offered places and this why candidates are selected by electronic lot in the presence of a district attorney for ensuring transparency.
HOU has introduced some innovations in the Greek higher education system. These are :
# Studying exclusively through distance learning.
# The application of a modular system and the replacement of courses by the flexible form of modular courses, which can be easily altered, according to the social and educational needs at the time.
# Introduction of a five-level educational system that covers all levels from post-secondary vocational training to doctorate level.
# Foundation of a University Laboratory for Educational Material and Methodology Research.
# Foundation of a University Evaluation Unit.
# The simplification of governance structures with the abolition of the Rectors’ Council and the establishment of a flexible Senate.
# The introduction of HOU’s basic functional unit, the Course Modules that cover a specific study field at undergraduate or postgraduate level. Each course module is equivalent to three semesters in a Greek university.
HOU consists of four schools: the School of Humanities, the School of Social Science, the School of Science and Technology and the School of Applied Arts. These schools award Bachelor, Master and PhD degrees and certificates of training or of attendance. The average time for studies is six or seven years for the undergraduate studies and four years for the postgraduate studies. HOU is a rapidly developing higher education institution. Only two study programmes in 1998 compare to the thirty-one that operate today (2006-2007).

At the same time, there is a rapid yearly increase in the number of students, and the number of applicants exceeds the offered places of study.

[[Image:Greece_HOI.jpg|center]]

===== Teaching Method =====
The objectives of the Hellenic Open University (ΕΑΠ/EAP) are achieved through the use of methods of teaching and learning from a distance. These methods are based on high quality educational material which must be appropriately developed in terms of both form and content in such a way as to guarantee high quality self-education and frequent assessment of students. This material is traditional (books, notes, evaluation forms), audio-visual (sound tapes, videotapes, optic discs) and in any other electronic form (multimedia and Internet).
Most educational materials used by HOU are original, that is they are created by a team of experts. This team, for example, determined responsibilities and frames within which each team member operated. Members included: a writer, who wrote the material following particular specifications demanded by form and content; an academic responsible for each program; a reader, who ‘fact checked’ the study texts for scientific quality; and, finally, a DE expert who ensured that all texts complied with the pedagogical principles needed to support effective DE delivery. Construction of distance pedagogical scientific knowledge, within the creation of original educational material produced by HOU, reflects: a) strong classification of material based on strict specifications and the involvement of special scientists in the scientific area that ensure the scientific validity and reliability of HOU’s learning materials, b) strong framing because the relationship and terms of collaboration are pre-determined and everyone works on specific, known, and irrefutable rules. In certain cases were the writers were unable to adapt their work to the specifications required, projects were cancelled .
The pedagogical practices, as formulated in the HOU, with the criterions of the ‘power of framing’ and ‘PECS’ are now examined :
# In the HOU, educational material packages consist of: books, cassettes, videos, CD-Rom, and educational software supported through the use of ICT (Act 1/7-11-1995). The creation of an electronic bank of educational material (i.e., learning objects) is currently under consideration (Act 18/11-12-1996).
# Modules are accompanied by detailed timetables of study and students deliverables in the form of written work and tests (HOU, 2002). Thus, the following are determined:
#* Lock-step sequencing of DE contents provides students a timeline for learning and knowledge acquisition. Students are also given instructions on the applicability of additional learning materials available to them to help them master the subject material on a deeper level (i.e., additional texts, books, and audiovisual materials that are not part of the course per say, but are nonetheless helpful).
#* HOU students learn in a paced environment. HOU’s academic year is divided to 32 weeks, beginning the first week of October. Students are made aware of the time they need to spend to study of each chapter (e.g., one or two weeks) and of deadlines and timelines they must meet in handing in their written work and assignments.
# By regulating all facets of students’ studies, evaluative criteria are determined. That is, the questions concerning the rights and obligations of teachers and students in sub-areas such as ‘communication’ are defined. For example, teachers must be available for student consultations during specific times; moreover, all comments on all written assignments must be returned to students within 15 days of receipt. In terms of quality assurance, HOU evaluates its teachers via a student questionnaire that asks pointed questions as to whether or not teachers failed, met, or exceeded students’ expectations on basic criteria such as timeliness, accessibility, and instructional efficacy.

HOU uses a comprehensive regulatory framework to support its students. As such, strong framing exists concerning ‘relationships’ cultivated inside the institution itself. Indeed, HOU is uses clearly defined hierarchical relations of power on two levels:
# First, HOU’s administrative committee decides the general policy of the institution. The chairman plays a central role in providing direction and guidance to the administrative committee. For example, A. Lykourgiotis, the first chairman of the administrative committee, when taking into consideration the opinions of committee, formally articulated HOU’s educative and organizational features (Koustourakis, 2006). This shows strong framing in the rule sequencing/ pacing and criteria and in the regulative rules between academic personnel, tutors, and HOU’s administrative committee.
# The second level concerns the operation of HOU’s various programs and modules. In this case, HOU’s program directors and module coordinators coordinate and supervise how established instructional policies will guide HOU’s various programs and study modules. Sub-committee teams comprised of instructional personnel (i.e., teachers and tutors) working on specific modules, participate in this process. At first glance, this appears to show relatively weak framing in terms of communication among the teachers/ tutors. The coordinator of each module, however, is typically a member of the HOU’s academic personnel, and their decision is central in that this person determines and directs daily the work flow of the overall team that must deal with HOU’s day-to-day procedural affairs, such as the formulation and/ or choice of subjects on offer, pedagogical approaches that should be best taken, and the development and administration of final written examinations.

The methodology used for EAΠ/EAP Undergraduate Programmes of Study is that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* laboratory practice of students at the laboratories of the EAP at Patras (wherever this is provided in the Curriculum);
* final and repeat examinations held for each thematic unit all over Hellas at the same time.

The undergraduate students can attend the programme of studies of their choice from wherever they live in any region of the country or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens, Thessaloniki, Herakleio, Ioannina, Xanthi, Piraeus and Larisa.
As regards the ΕΑΠ/EAP Postgraduate Programmes of Study leading to a Postgraduate Specialisation Diploma (ΜΔΕ/MDE) or to a Certificate of Postgraduate Study, the methodology used is also that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* final and repeat examinations.
The postgraduate students can attend the programme of studies of their choice from wherever they live in any region of Hellas or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens and Thessaloniki.

===== Courses offered =====
'''Degrees'''

* Studies in the Physical Sciences
* Information Science
* Administration of Businesses and Organisations
* Studies in Hellenic Culture
* Studies in European Culture
* Spanish Language and Culture

To complete the undergraduate programme and be awarded a degree, the student must successfully complete and be examined in at least twelve (12) Thematic Units. The student selects from one (1) to three (3) Thematic Units per year .

'''Postgraduate Specialisation Diplomas (ΜΔΕ/MDE)'''

* Administration of Tourist Enterprises
* Administration of Health Units
* Administration of Health Services of the National Health System
* Banking
* Administration of Cultural Units
* Environmental Planning of cities and buildings
* Environmental Planning of infrastructure works
* Quality Assurance
* Postgraduate Specialisation for English Language Teachers
* Postgraduate Specialisation for German Language Teachers
* Postgraduate Specialisation for French Language Teachers
* Studies in Education
* Adult Education
* Seismic engineering and anti-seismic structures
* Technical Works Management
* Postgraduate specialization in computer systems
* Studies in Orthodoxy
* Graphic arts – Multimedia
* Waste management
* Advanced studies in Physics
* Environmental degradation and protection
* Postgraduate specialization for Physical Sciences Teachers
* Postgraduate studies in Mathematics
* Business Administration (MBA)

For students to complete their postgraduate studies and receive their MDE, they must have completed and been successfully examined in four (4) thematic units. Another requirement is a thesis that reflects the content of one or two Thematic Units according to the programme. For students to complete their postgraduate studies and receive their Certificate of Postgraduate Study, they must complete and have been successfully examined in one (1) Thematic Unit (duration of studies at least one academic year).

Comparing the educational practices between HOU and conventional Greek universities, however, is like comparing apples to oranges. While traditional universities operate in a teacher-centered context, HOU students are placed at the epicenter of HOU’s educational process. HOU students must learn how to learn at a distance. Clearly, this demands more flexible practices on the part of HOU in terms of providing student support, from writing student-centered educational materials designed to meet the needs of adult learners learning at a distance, to the level and dynamics of online communication between students and tutors, to the support of student-centered learning, to the deployment of Group Advisory Meetings, and most importantly motivating students to cognitively process and synthesize and learn the course materials by themselves with only a tutor there as a “guide on the side” to help them succeed in their learning journey. In the last case, elements of interpretative epistemology enter the HOU, which is aimed at making the institution friendly and accessible to its students by supporting and encouraging their self-driven effort for education and training.
The majority of HOU’s students are busy adults juggling family and work responsibilities, while studying part time. HOU’s role of the tutor, which is based on the British Open University exemplar, currently shows weak framing in terms of students-tutor relationships. This is why the development and deployment of ICT is helpful for the success of HOU’s students. Such technologies not only help build working relationships between tutors and students, but also help students to help themselves to the panoply of online resources and educational materials that can help them learn at a distance. Unfortunately, HOU currently lags behind many other open and distance education institutions in the world, specifically in terms of incorporating and using ICT to support and aid students in their learning. The lack of suitable online educational (digital) materials, coupled with the reality that computer and Internet usage in Greece – primarily due to high cost of access – remains low, means that HOU faces significant challenges in terms of supporting students using ICT. The good news, however, is that this is slowly changing, as reflected in the high-level use of ICT by the HOU for administrative purposes.

=== Interesting Programmes ===

'''Aristotle University of Thessaloniki'''

Aristotle University in Thessaloniki is innovative since 1995 where takes place the first pilot applications for the exploitation of new technologies in education within the 1st EE funded project. Since 1997, there is an important effort to transform the bigger university in Greece in dual mode university that can provide a great part of graduate and postgraduate programs with both traditional methods and distance learning, with the creation of 6 virtual tele-classes and one tele-conference room. Academic community members can participate in distance learning activities, educational seminars and conferences with experts. A great number of teleconferences sessions took place within these last 8 years between Aristotle University and other academic units all over the world, where students and faculty from all participating universities had the opportunity to attend lectures, to participate in international conferences and to effectively train through seminars professionals such as teachers in all levels of education in new technology aspect.

'''University of Macedonia in Thessaloniki'''

The University of Macedonia, located in Thessaloniki, has a great laboratory with a significant experience and expertise in coordinating and participating in a large number of national and international research projects under FP5/IST, FP6/IST, Interreg. The laboratory has also provided consulting services for the European Commission as well a number of national organizations e.g. Ministry of Interior, Prefecture of Thessaloniki, Region of Central Macedonia etc. and it has collaborated with a large number of major academic institutions, research organizations, private enterprises and public authorities in Europe. There are many completed and running projects in this area, both Greek and European; for example, Innovative Enterprise Architecture Education and Training Based on Web 2.0 Technologies (EATrain2).
The aim of the EATrain2 is to identify the training and educational needs of employees in both public and private sector and of university students and to fulfil these using innovative pedagogies and practices based on Web 2.0 technologies and active, problem-based learning approaches. The main result of the project is expected to be: the empowering of Universities, VET organizations, students and employees through innovative training, teaching methods and practices based on Web 2.0 technologies. EA training and teaching material for students, public employees and private employees and an education and training platform based on Web 2.0 technologies.

'''The National & Kapodistrian University of Athens'''

The Asynchronous eLearning Platform is a complete Course Management System that supports Asynchronous eLearning Services via a simple web browser. Its goal is the incorporation and constructive use of the Internet and web technologies in the teaching and learning process. It supports the electronic management, storage and presentation of teaching materials, independently of the spatial and time limiting factors of conventional teaching and creating the necessary conditions for a dynamic teaching environment.
The introduction of eLearning into the traditional teaching process provides new capabilities and allows new means of interaction between students and teachers, through a contemporary technological peak environment.
The Open eClass platform, used by the University, is a complete Course Management System. It is the solution offered by the Greek Academic Network GUnet to support Asynchronous eLearning Services. It is mainly designed, developed and supported by the GUnet Asynchronous eLearning Group and is distributed for free as open-source software.
The incorporation of asynchronous eLearning services offers new possibilities in education, providing interaction and constant teacher-student communication. It is said, at the same time, that electronic organization, storing and presentation of educational material, regardless the limiting factors of place and time of typical teaching, is supported, forming the conditions of a dynamic educational setting. The Open eClass platform is designed with the goal to bring new actions that promote its corporate utility in the already existing educational patterns into effect.
The main user role is that of the teacher who can create practical and functional electronic courses easily and quickly, using the educational material provided (note, presentations, texts, pictures, etc). At the same time, students attain an alternative entry channel to the knowledge offered. Finally, the Open eClass platform supports all asynchronous eLearning services without boundaries and limitations, and the platform access is achieved via a simple web browser without any demand of specialized technical knowledge .
The adult education modules based on the Distance Learning model were designed in response to increased education requirements in various job environments. They spin around 5 thematic units in the field of finance and last from 5 to 9 months. Upon successful completion of the academic requirements, adult students receive a Certificate of Studies. In particular, the University awards Certificates of Training and Certificates of Specialisation, each reflecting specific programme choices by the students. Eligible candidates to the University’s adult education programme are University and T.E.I. graduates and secondary education graduates with previous experience. Candidates are selected on the following criteria: Grade Point Average of Degree or Graduation Diploma (Apolyterio) and priority with respect to application filed. Candidates are required to have access to a personal computer and the Internet. Fees vary with respect to the thematic unit selected .

'''Pandeion University for Social and Political Sciences'''

The Pandeion University for Social and Political Sciences in Athens in order to provide complete long life education and training for Social and Political sciences issues has proceeded in the production and development of various educational applications, such as distance learning, telematics and multimedia. These applications aim to educate and train the instructors that are necessary for the implementation of the multiple purpose training and seminar carriers all over the country.

'''Athens University of Economics and Business'''

The Tele-education Centre of the Athens University of Ecomomics and Business materializes an application for the development of distance learning environment through the Lab. of Business Information Technology. The pilot web courses in the asynchronous distance learning environment concern web courses for :Internet and E-commerce, Database for Business applications, Principles for the design and Implementation of Information systems and Business Information Systems, specifically created to support the needs of executives.
The Teleducation Center is fully operational, serving the current needs of the Institution. The scope of the Tele-education Center is:
* the supply of distance learning services to the University students, either by supporting the courses with additional distance learning material, or by giving the whole course with the use of the tele-education method;
* the continuous education and training of executives, working in Greek organizations, public or private, free lancers and unemployed;
* the export of distance learning services to other countries;
* the operation of the Tele-education Center as a link for gathering the national resources concerning the education technology development and the education service supply;

During the last few years, a real-time multimedia, distance learning classroom has been created. This specially designed classroom can function either independently as a multimedia classroom, equipped with audiovisual and digital devices, which assist and improve educational process or as a virtual, distance learning classroom. The classroom is equipped with state-of-the-art network and audiovisual devices, which allows for full duplex communication among this and other classrooms. The design and the equipment of the classroom enables high interaction among participants of a course delivered simultaneously in different classrooms, by simulating all operations taking place in a traditional classroom, thereby creating a virtual classroom.

'''University of Piraeus'''

The University of Piraeus through its Network Center supports a number of WWW course tools, available only for potential students. In order to enter the specific web tutorial page the student has to create a personal account. It is an asynchronous distance learning environment. These specific web courses refer to various issues such as cardiological events and tooth hygiene.
The Computer Centre of the University of Piraeus aims at facilitating the educational, administrative and research work of the University. Students of all departments are having Computer Science courses and practice in four fully equipped laboratories at the Computer Center with 85 workstations. In addition, the Computer Center supports the research work of the University by providing every possible assistance in both the uses of computer applications and equipment.
In almost every administrative function of the University there have been applied modern methods of organisation using computer systems. More specifically, many applications have been developed covering the needs in student’s records, in the main University library and in the other Administrative Departments (Accounting, Finance, Personnel etc).
It should be specially mentioned that modern office automation computer systems and desktop publishing applications are extensively used by the academic and administrative staff thus providing high level services.
Most of the research projects are supported by the University Central Computer system (DEC 5810 Risk) in which there have been installed many Relational Data Base Management Systems, programs for economics and statistical analysis, expert systems, computer language compilers etc.
This main system is connected through the Ethernet Network with Unix Workstations over 200 PC’s used in education, 50 Apple Macintosh systems for office automatic projects and other special devices such aw plotters, scanners etc.
The Computer Center also provides communication facilities with other Universities, Institutions and Research Centers all over Greece and abroad, mainly through its Internet Server System DEC Alpha 1000.
The Network Management Centre (NMC) of the University of Piraeus is located in its central building and is responsible for:
* The management of the data and voice network
* The design, implementation and evolution of the University network System and user support
* The provision of teleconference services
* The provision of internet and web (www) services
* The provision of dial-up access services
The University continually invests on improving its network structure using up to – date technologies and on developing telematic applications for teaching and research purposes.

'''University of Ioannina'''

The University of Ioannina provides a Computer and Media Centre that organises all computer services for teaching and research operations and administers the campus-wide network, which includes access to global computer networks. More than one hundred personal computers are directly accessible to students. Regularly offered information courses and a number of supervisors provide all necessary assistance for users. There are also facilities provided by the Media & Documentation Centre that include a variety of production capacities as well as archive materials in the field of audio-visual media. Among these is a fully equipped broadcasting studio, equipment for electronic editing, and video producing, and a photo lab. Besides lecturers, students do have access to all facilities if they work on supervised projects.
In the University of Ioannina there is also a Open and Distance Learning Centre: as regional office of the German Open University, the Centre gives support to students who are enrolled at the Open University by supervising their studies and preparing for exams. A stock of self-learning material (print and audio-visual media) is available to both Open University and University of Lueneburg students.

'''University of Thessaly'''

The University of Thessaly Network Management Centre, in cooperation with GUNET, offers the following pilot services: videoconference and tele-education over IP, videoconference, Video on Demand, concerning the live transmission of TV programs and local radio station program through Internet. The Network Centre of the University has already set up a fully-equipped videoconference room in Trikala, for the Department of Physical Training Science. The video teleconference room has already been successfully used for synchronous distance education sessions in physical training science issues for the students and for similar post- graduate courses attendance.

'''Information Technology Laboratory'''

Information technology education is a necessity of modern times. The introduction of IT in education is based on two paradigms:
• IT as an autonomous knowledge-base that needs to be introduced in the curriculum.
• IT as an interdisciplinary research and learning tool.

The availability of instant access to IT allows both teachers and students to familiarize themselves with technology and supports educational needs of the department (demonstration, group work, communication, information database access …).

'''Network Operation Centre'''

The aim of this Centre is the creation and maintenance of network of support of unified services that interlink all the buildings of University Thessaly, in all the cities of Thessaly in which the University allocates installations, as well as the offer of high quality of services of telephony, transport of data, and picture.
More concretely the work aims in the concretisation:
* Structured wiring in all the buildings of University Thessaly, that aims at as the easy connection of any user or with the network of data via computer or with the network of telephony.
* System of transport of data of high output, on the connection of all computers of Papenjsti'mjo Thessaly via long distance and urban engaged lines and regional networks of last technology (FDDi, ATM, Ethernet).
* Internal telecommunications network for the support of advanced services of digital telephony and multimedias make where it allows the complete and reliable cover of corresponding needs of means of Academic community.
* Points of access (Access Point) in the network of Academic institutions (GUNet) Public network ISDN and but national and international networks of communication as well as with the Internet.
* Management and extension of Network according to the needs of Academic community.
* Benefit of Services of information via the international networks of information and with use PC (WWW USENET News, Ftp, Search Engines etc).
* Aid and education of users of University Thessaly for the effective use of Network.

The network of support of unified Services provides in all the members of Academic community the possibility of most rapid connection with the Internet and access in world scale sources of information. It offers the possibility rapid and qualitative communication between the installations of University Thessaly. It allows the import of new technologies in the education (multimedias, education by distance) research and administration. It upgrades the Programs of Study and strengthens the collaboration with other Academic institutions of country and abroad. It contributes in the interconnection of University with local productive and administrative institutions.

'''University of the Aegean'''

The University of the Aegean has been the first Greek University to fully utilise Information and Communication Technologies (ICT)into its everyday activities, and thus implementing the Information Society in Hellenic higher education. The University of Aegean has achieved to connect through the Aegean-net all university units in different islands on the Aegean Sea, the islands of Lesvos, Chios, Samos, Rhodes. The Aegean-net project offers the proper infrastructure and know-how to these remote geographically locations and aims to use for research/educational purposes.

'''The Pedagogical Institute (P.I.)'''

The Pedagogical Institute operates a Distance Learning Centre which provides distance training to educators of Primary and Secondary Education who access the P.I. server either from their schools or home. The relevant services offered spin around the following axes:
* Self-education: access to (search & retrieve) training material and information on a wide range of subjects that may be of interest to educators, pupils and parents.
* Co-operative learning: on-line participation in various discussion groups and joint projects.
* Virtual classrooms: interactive, real-time classroom sessions using dedicated ISDN connections.

'''Greek Schools Network'''

The Greek Schools' Network is the educational intranet of the Ministry of Education and Religious Affairs (www.ypepth.gr), which interlinks all schools and provides basic and advanced telematic services. Thus, it contributes to the creation of a new generation of educational communities, which takes advantage of the new Informatics' and Communication Technologies in the educational procedure.
The implementation of the Greek Schools' Network is funded by the Framework Programme for the Information Society , in close cooperation between the Ministry of Education as well as 12 Research Centers and Highest Education Institutes, specialized in network and Internet technologies.
Educational Exploitation of the Greek Schools Network
The current design and implementation of the Greek Schools Network focuses in providing useful services to all members of the basic and middle education community, fulfilling among others the following goals:
* Access to telecommunication and informatics services
* Access to digitized educational material
* Distance learning, e-learning
* Encourage collaboration
* Information and opinion exchange
* Conduct of thematic discussions, seminars, lectures, etc.
* Access to digital library services
* Communication and Cooperation of all educational degrees
* Communication with European educa-tional networks
* Facilitate complimentary educational programs
* Provide education to individuals with special needs or disabilities
* Inform, educate, entertain

== Lessons learnt ==

== References ==

* [http://www.gnto.gr/pages.php?pageID=14&langID=2 Hellenic Republic - Ministry of Tourism - Greek National Tourism Organisation – General Information ]
* [http://europa.eu/abc/european_countries/eu_members/greece/index_en.htm Europe – Gateway to the European Union]
* [http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=REF_TB_population&root=REF_TB_population/t_popula/t_pop/t_demo_gen/tps00001 Eurostat - Data on Population]
* [http://www.parlalex.it/documentazione/gre.rtf Greek Constitution]
* [http://promitheas.iacm.forth.gr/i-curriculum/Assets/Docs/NatReports/Greek%20Report.pdf
Greek Educational System – The implementation of ICT in the Greek Curriculum in Compulsory Education – IACM/FORTH, November 2003]
* [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/0_integral/EL_EN.pdf Eurybase – The Educational System in Greece, 2005-2006, Eurydice, Directorate-General for Education and Culture]
* [http://www.cepes.ro/publications/pdf/Greece.pdf Kyriazis, Asderaki, Higher Education in Greece, UNESCO, 2008]
* [http://www.stat-athens.aueb.gr/~jpan/oecd-background-report.html Educational Policy Review – Background Report to OECD on education]
* [http://www.ypepth.gr/docs/site_apologismos_pepr.pdf Our Actions on Education, 2004-2007 (in Greek)]
* [http://www.infosoc.gr/infosoc/en-uk The official Greek portal for I.S.]
* [http://www.epractice.eu/resource/2037 Greece Information]
* Eurybase (The Information Database on Education Systems in Europe – The Educational System in Greece, 2005-2006, Directorate-General for Education and Culture
* Kontogiannopoulou-Polydorides, G. Mylonas, Th. Solomon, J., & Vergidis, D. (1994). “Greece: System of education.” In T.N. Postlethwaite International Encyclopedia of Education. Oxford: Pergamon.
* Koustourakis, G. (2006). An attempt formation of the framework for the organization and functioning of the Hellenic Open University: A sociological approach. [In Greek]. In A. Lionarakis (Ed). Open and Distance Education: Elements of theory and praxis (pp. 42-77). Athens: Propobos.
* Koustourakis, G., Panagiotakopoulos, C., & Vergidis, D. 2008. A Contribution to the Hellenic Open University: Evaluation of the pedagogical practices and the use of ICT on distance education. The International Review of Research in Open and Distance Learning [Online] 9:2. Available: http://www.irrodl.org/index.php/irrodl/article/view/424]
* Soutas, Andreopoulou, Ipsilandis “[http://www.onlined.org/papers/000185.pdf Distance Learning in Higher Education and Perspectives in Greece]”
* Vergidis, D., & Panagiotakopoulos, C. 2002. Student Dropout at the Hellenic Open University: Evaluation of the Graduate Program, "Studies in Education". [http://www.irrodl.org/index.php/irrodl/article/view/101/563
The International Review of Research in Open and Distance Learning]

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> [[Countries]]

[[Category:Europe]]
[[Category:European Union]]

Greece

2009-04-08T12:18:34Z

Alessandro.Caforio: /* References */

== Partners situated in Country ==

-

== Country in a nutshell ==

[[Image:Greece_map.jpg|right]]
GREECE (Ελλάδα – Elláda) officially the Hellenic Republic, is a country in southeastern Europe, situated on the southern end of the Balkanic Peninsula and it includes more than 2000 islands situated in Ionian and Aegean Seas and it has a total surface area of 131,957 km2. Greece is a parliamentary republic and it’s considered as the cradle of the western culture and thought. Greece is a member of the European Union since 1981, of the Economic and Monetary Union of the European Union since 2001and also a member of NATO from 1952.

Athens is the capital of Greece and Thessaloniki, Patras, Heraklion, Volos, Ioannina, Larissa e Kavala are some of the most important cities of the country.

As of January 2008, the population of Greece is estimated at 11,262,000 by Eurostat : the 58,8% lives in the urban areas and only the 28,4% in rural areas.

The official language is the Modern Greek that is spoken by the 98.5% of population; moreover, there are some Slavic and Turkish minorities.

The widespread religion is the Orthodox Christian and the relationship between State and Church are regulated by the Third Article of the Greek Constitution.

Greece is divided in 13 perifereies (περιφέρειες) – Attica, Central Greece, Central Macedonia, Crete, East Macedonia e Thrace, Epirus, Ionian Island, North Aegean, Peloponnese, South Aegean, Thessaly, West Greece, West Macedonia – subdivided into a total of fifty-one prefectures called nomos.
Greece is a Parliamentary Republic thanks to the Referendum of the 8th December 1974.

The President of the Republic, who is considered the edge of the state, is elected by the Parliament for a five-years terms, only for two mandate.
The Greek Constitution, formed by 120 articles, foresee the separation of the three powers: executive, legislative and judiciary.
The executive power is exercised by the President of the Republic and by the Government. The President of the Republic is the commandant in chief of the armed forces and he presides over the Defense Council.
The civil authority of the armed forces is the Ministry of the national defence. The President of the Republic appoints the Prime Minister and the other Cabinet members.
Legislative power is exercised by a The legislative power is exercised by a 300-member elective unicameral Parliament (Vouli ton Ellinon) : elections are held every four years by universal suffrage through a complex proportional system, with barrage at 3%.
The judiciary power is independent from the executive and legislative and it comprehends three Supreme Court: the Court of Cassation (Άρειος Πάγος), the Council of State (Συμβούλιο της Επικρατείας) and the Curt of Auditors (Ελεγκτικό Συνέδριο).
Greece has a multiparty system, dominated by two principles political party: the liberal-conservative New Democracy (ND), actually in power, and the social-democratic Panhellenic Socialist Movement (PASOK).

== Country education policy ==

During the 19th century, have been implemented in Greece, many reforms in the education field, in relation to the structure of the system, the national curriculum and the language used for education. In 1975 the Constitution has established the new paradigm of education legislation that was introduced through the reform of the education system, one year later, in 1976. The reform in question has established a common language for education, has reformed the education division between primary, secondary and tertiary education and emphasized the modernization of curricula and the improvement of the administration and monitoring of education.
The second period of reforms of the education system began in the mid-nineties and the third period in early 21 century, between 2004 and 2006. This reform, introduced important changes, like the creation of the Foundation of International University of Greece, the reform of secondary vocational training, the introduction of a new law for the assessment of education and legislative actions in relation to lifelong learning area.

In the Greek Constitution, education is identified as a responsibility of the state. The majority of Greek citizens attend public schools, in fact, there are few private schools that are supervised by the Ministry of Education. The Minister has a centralized control on state schools, sets educational curricula, he manages the staff and monitors the funds.
At regional level the role of supervisor of the Minister is done through the Regional Councils for Primary and Secondary Education that operate in every prefecture. The tertiary institutions are almost totally autonomous, even if the Minister is responsible for funding. In accordance with Article 16 of the Greek constitution, education, both moral, intellectual, occupational and physical, is a basic mission for the state, with the aim of developing a national and religion conscience and provide adequate training to the future citizens.

The basic legislation is included in the following:

* Constitution 2001 (Article16).
* Law 682/1977: “About the private schools and boarding houses”.
* Law 1566/1985: “Structure and Operation of Primary and Secondary Education and other Stipulations”.
* Law 2817/2000: “Regional Directorates of Education”.
* Law 2916/2001: “Structure of Higher Education and settlement of issues in the Technological Sector”.
* Law 2986/2002: “Organisation of Regional Services of Primary and Secondary Education, assessment of teaching task and staff, teachers’ in service training and other stipulations”.
* Law 3027/2002: “Regulations concerning the Organisation of School Buildings for Higher Education and other stipulations”.
* Ministerial Decisions 21072α/Γ2/ Official Journal 303 v.B’/13-3-2003 and 21072β/Γ2/ Official Journal 304v.B’/13-3-2003, “Cross-Curricular Thematic Framework and Curricula of Primary and Secondary Education”.
* Law 3255/2004: “Regulations for Issues of all Educational Levels”.
* Law 3369/2005: “Systematisation of Lifelong Learningand other stipulations”.
* Law 3467/2005: “Selection of primary and secondary education teachers, regulations for Administration and Education issues and other stipulations”.
* Law 3475/2006: “Organization of secondary vocational education and other provisions”.
* Law 3549/2007: “Reform of the institutional framework concerning the structure and function of the higher education institutes”.

More recently legislation interventions made in the period 2000-2001 include :
# Improvements have been made to the 1997/98 reform, regarding the access system to Higher Education and the hiring of educators. In the case of the first one notes a less rigid textbook based assessment system which exhibits features of analysis, association, critical thinking etc. in this regard one can claim that attempts are made to reach congruency between the curriculum and its contents and the assessment for access to higher education system.
# Legislation regarding the fields of Special Education, decentralisation of education, training and evaluation of educators has been reformed (Law 2986/2002).
# Technological Education Institutes have been upgraded by being incorporated in Higher Education which now consists of two parallel sectors namely: the University and the Technological ones. (Law 2916/2001).

The specific changes introduced into the education system with the Greek Reform of 2007 include:
The establishment of Unified Upper Secondary School (Eniaio Lykeio) which is gradually replacing all other existing types of upper secondary school (lykeio);
The procedure for admission to higher education has been changed, with emphasis on the assessment of pupils in the second and third degree of lykeio;
The duration of kindergartens and primary schools has been stretched because it will gradually move to full-time;
Second Chance Schools have been created specifically for teens who have already completed 18 years and have not yet completed the compulsory school;
The design of a common curriculum for both primary and secondary education

A focal point of educational policy is the idea that education is a social resource and a right for every citizen. Based on laws passed by Parliament for each educational level, the State intends to render more democratic the whole process of education, decentralizing it, ensuring the participation of those who are directly involved in the process, raising the quality level provided and applying the principle of merit principle in the recruitment of specific staff . Compared to European data Greece isn’t investing many resources to fund educational projects: in fact, the percentage of GDP granted to education in 2005 was 3.98% . Also the other percentage rates are lower than the European average.

[[Image:Greece_GDP_Edu_exp.jpg|center]]

The current reform (Law 3549/2007: "Reform of the institutional framework concerning the structure and function of the higher education institutes") will be discussed extensively later, in paragraph “Higher Education Reform”.

== Country education system ==

[[Image:Greece_Edu_struct.jpg|right]]

Education system in Greece is subdivided in 4 levels:
* Pre-primary Education: nipiagogeio (preschool);
* Primary Education: dimotiko Scholeio (primary school);
* Secondary Education: gymnasio (Lower Secondary School), geniko lykeio (General upper Secondary School), epaggelmatiko lykeio – EPAL (Vocational Lyceum/ EPA.L), TEE (Technical Vocational Schools / TEE) and epaggelmatiki scoli – EPAS (Vcational Educational Training Schools / EPAS);
* Higher Eduation: Panepistimia/AEI (University), Technologika Ekpaideftika Idrymata / TEI (Technological Education Institutes) and the School of Fine Arts (ASKT) .

The education system in Greece ranges from 6 to 16 years old and normally include the primary school (demotiko) and secondary (Gymnasio).

=== Pre-primary Education ===
Law 1566/1985 determines all the details concerning the structure and organization of primary and secondary education. The same law provides that the pre-school education depends on the primary system and in this sense follows the regulations in place for Dimotiko Scholeio (primary school).
In particular, the pre-school education is provided by Nipiagogeia (Kindergartens) that operate independently or in specialized centres together with the state nursery school (children's centers). The frequency of nipiagogeio lasts 2 years and after the changes introduced in 2006, was made compulsory from 5 years of age. The issues concerning the organization of nipiagogeia are governed by decisions N° F27/148/G1/160/14-2-95 of the Minister of Education.
Since 1997 has been set up full time: Oloimero nipiagogeio (All-day kindergarten) was introduced by Law 2525/97. Finally, in relation to Article 73 of Law 3518/2006, the frequency at nipiagogeio begins from 4 years of age, becoming compulsory from 5 years onwards.
The nursery school (Παιδικός σταθμός, Paidikós Stathmós) starts at the age of two and a half years, in institutions both public and private. They are very popular, but attendance is not mandatory.

=== Primary education ===
Primary education is provided within the primary schools (scholeio), whether public or private. The primary schools are distributed all over the country, even in the remotest regions. Attendance is mandatory and there are no additional costs for school and for textbooks. The frequency in Dimotiko Scholeio lasts 6 years and includes levels 1, 2, 3, 4, 5 and 6. The access is possible after having completed 6 years of age.
Oloimero Scholeio (All-day School) operate in parallel to the ordinary primary school, with an extended timetable and an enriched curriculum.
The current primary and secondary school structure was established in 1985 with the Law 1566: this law has instituted new procedures for the designing of new curricula and textbooks. This framework has been modified and enriched with new laws and presidential decrees.
There are also Idiotika nipiagogeia (private kindergartens) and idiotika scholeia operating under the responsibility of the Ministry of Education and controlled by regional administrative bodies, just as in the case of public schools. They have the same organization and structure of state schools and qualifications equivalent to those issued in public.

=== Secondary education ===
Secondary education in Greece is divided into two levels: Compulsory Education and Higher Secondary Education.

'''Types of Institution'''
This subdivision describes the main types of educational institutions that are included in secondary education.
* Compulsory Secondary Education – Gymnasio
* Upper Secondary non-Compulsory Education - Geniko Lykeio
* Vocational Lyceum – EPAL (epaggelmatiko lykeio) | Vocational School – EPAS (epaggelmatiki scholi) | Technical Vocational Educational School - TEE (Technika Epangelmatika Ekpedeftiria) (secondary non-compulsory education)
* Post-Secondary non Tertiary Education – IEK (Institouta Epaggelmatikis Katartisis)

The compulsory secondary education is provided in Gymnasio, which lasts for 3 years: from 12 to 15 years of age.
The upper secondary education (not compulsory) is provided through two types of institutions: Geniko lykeio (General Lyceum / GL) and epaggelmatiko lykeio - EPAL (Vocational Lyceum). The frequency in both types of school lasts 3 years. There are also epaggelmatiki Scholar - EPAS (ΕΠΑΣ / SS), professional schools, the frequency of which lasts for 2 years.
With the Law 3475/2006 , it is determined that training is provided within the Vocational Lyceums (EPAL) and Vocational Schools (EPAS), which replaced the State Technical Vocational School (TEE), under the supervision of the Minister of Education and Religious Affairs. The change from the TEE to EPAL / EPAS was gradual and started in the academic year 2006-2007.
The duration of the course is 3 years and is divided into 3 levels of employment:
The first level includes 3 levels: I) Technology, II) Services, III) Naval;
The second includes Mechanical Engineering, Electrician, Electronics, Building Works, Information Science, Economics and Management, Health and Welfare, Agronomy, Food and the Environment.
The third level includes: General mechanical engineering, Car engineering, Electrical facilities, computer systems & networks electronic experts, Economics and Management employees, Tourist enterprises employees, assistant nurses, Medical & biological laboratories assistants, Pharmacy assistants, Food Technology & Control, Landscaping – Environment & Agro-tourism, Modern Business Agriculture, Merchant Marine Masters, Merchant Marine Engineers.

In addition, there are particular gymnasia and lykeia : religious, minorities, inter-cultural, music experimental and some special classes for pupils who need special education, called Secondary Special Needs Education Schools and Inclusion Classes (ΣΜΕΑ/SMEA). Other alternative secondary education are the School of Fine Arts, Sports Facilities Classes and Second Chance Schools. In state schools the attendance is free and textbooks are distributed free of charge by the state.
The post-secondary education (not university) includes Epaggelmatikis Instituta Katartisis-(IEK) - Vocational Training Institutes - which offer qualifications for employment and diplomas that certify the training received. In fact, this type of institutions provides a formal professional education with the possibility to receive a Certificate or a Diploma of Vocational Training, equivalent to that of professional schools (Vocational Lyceums - EPAL). This license allows entry into the working world in both the public and the private sector. These schools accept students both from Gymnasio and Lykeio. The Vocational Training Diploma of the Organization for Vocational Education and Training (OEEK) is now recognized as a formal qualification to apply for jobs, even in the public sector (Presidential Decree 50/2001, Government Gazette 39/A/5-3-2001 on Determination of appointment qualifications in posts of public sector bodies).

=== Private Education ===
In Greece there are secondary private institutions such as Gymnasia, Lykeia and TEE, but recently with Articles 9, 13 and 14 of Law 3475/2006 (Government Gazette 146/issue A/2006), were included also private Vocational Lykeia (EPAL) and Vocational Schools (EPAS): private EPAL and EPAS are organized and follow the same schedule of classes in public schools.
Furthermore, as established by Law 3475/2006, there are also private Gymnasia and Lykeia, that provide education for foreigners living in Greece, as established by the Act governing foreign schools. These schools may use a foreign education program, a Greek educational program or a mixed program, both foreign and Greek.
In addition, there are private Vocational Training Institutes (IEK), which are coordinated by the Organization for Vocational Education and Training (OEEK).

== Higher education ==

Higher education in Greece comprises two parallel sectors (Law 3549/2007, Article 2), university and technology. The university sector, including Universities (Ανώτατα Εκπαιδευτικά Ιδρύματα, Anótata Ekpaideytiká Idrýmata, "ΑΕΙ"), Polytechnics and Higher School of Fine Arts (ΑΣΚΤ / ASKT). The technology sector, includes Higher Technological Education Institutes (TEI) and School of Pedagogical and Technological Education.
The universities are fully self-administered legal entities of public law that are financed and supervised by the Ministry of National Education and Religious Affairs, in accordance with Article 16 of the Constitution.
Entry to these institutions depends on the performance of the examinations that are performed in the 3rd grade of secondary school.

=== Typologies of Greek higher education institutions ===

[[Image:Greece_HEdu_typology.jpg|left]]

The '''higher education sector''', including the AEI Universities, Polytechnics, the Higher School of Fine Arts (ΑΣΚΤ / ASKT) and the Hellenic Open University (EAP). The '''university sector''' of the secondary education includes Universities (A.E.I.), Polytechnics, Higher School of Fine Arts (ΑΣΚΤ/ASKT) and the Hellenic Open University (EAP).
These educational institutions are funded and under the control of the state: the supervision is exercised by the Minister of Education. In Greece there are 23 universities, including the Polytechnics, the Academy of Fine Arts and the Hellenic Open University (ΕΑΠ / EAP). A particular type of educational institution is the International University of Greece (ΔΙ.ΠΑ.Ε / DIPA), operating in Thessaloniki and it is an independent secondary education institution and completely self-administrated. This University is a legal entity of public law and its mission is to provide higher education to foreigners interested in studying in Greece. To carry out this mission, the International University organizes and promotes graduate and post-graduate programs of study, using distance teaching and learning. The courses last for approximately 4 years, with the exception of certain faculties where the course lasts even 5 or 6 years. The academic year consists of two semesters, with 13 weeks of lessons and three weeks of examinations. Students complete their course of study after 4 years if they pass the examination of both the compulsory and the optional subjects. At the end of the studies they obtain a Diploma or Degree in relation to the Faculty concerned. The Universities issue certificates in the following fields:

* Humanities, law and social sciences
* Sciences
* Health Sciences
* Technological Sciences
* Economic and Management Sciences.

The '''technology sector''' includes Technological Education Institutes (TEI) and Higher School for Teachers of Technological Education (ΑΣΠΑΙΤΕ / ASPA). In this area there is also the Higher Military Education Institute.
The Technological Education Institutes (TEI) are under the supervision of the Ministry of National Education and Religious Affairs (ΥΠΕΠΘ / YPEPTH).
There currently are 15 TEI and a School for the technology and pedagogy education, in the whole country, and 95 specializations offered by TEI in the following fields:
* Graphic arts and artistic studies
* Administration and economics
* Health and welfare occupations
* Technological applications
* Food and nutrition technology
* Agronomy technology
* Music technology.

The studies last for 4 years with a total of eight semesters, which include both periods of lesson and a final semester devoted to the preparation of the thesis. During this final period, students can begin to practice their profession through a training period that will then be evaluated. After the completion of studies, students will receive a Degree.

==== Secondary non-tertiary education ====
The higher non-university education includes the Higher Ecclesiastical Schools, Higher
Schools of Dance and Drama, Higher Schools of Tourist Professions, Higher NCO Schools and Higher and Police Academies. According to the constitution, vocational training and any other special training is provided by the State in institutions o the higher education level. The duration of studies in these schools can not exceed 3 years.
The main types are: the Higher Ecclesiastical Schools, under the supervision of the Ministry of Education and Religious Affairs that will be converted to University Ecclesiastical Academies through the Law 3432/2006 and will operate as tertiary education institutions. The Higher Schools of Dance and Drama, under the supervision of the Ministry of Culture, the Higher Schools of Tourist Professions under the supervision of the Ministry of Tourist Development, Higher Schools for Petty-Officers who are managed by the Ministry of Defense and the Higher Police Academy, supervised by the Ministry of Public Order.

==== Postgraduate Studies ====
The organization of postgraduate studies is governed by '''Law 2083/92''':
universities have full responsibility for the organization and payment of post-graduate courses. All TEI may participate, in the form of consortia with Greek or foreign universities, organizing courses. With the Law 3374/2005 the TEI that have passed the assessment of the prerequisites, have the ability to provide post-graduate courses. There are different degrees of postgraduate courses: the Master and PhD.
The programs of post-graduated studies are appointed by the General Assembly of Special Composition of the department and are approved by the Academic Senate.
In the proposal, the following are mentioned: the field of study and the objectives of the programme, the type of the awarded postgraduate titles, the categories of the admitted graduates, the duration of the program, the courses, the teaching, the research or any other activities of the postgraduate students, the number of postgraduate students, the prospects and the needs of the relevant university in staff and infrastructure, the operational cost and the financial resources. The Minister of Education gives the final approval of the postgraduate study programmes, issuing a decision published in the Official Journal. For the organization and the operation of a postgraduate study programme the competent bodies are the following: the Senate of a Special Composition, the Committee for Postgraduate Study Programmes which operates at HEI level, the General Assembly of a Special Composition, the Coordinative Committee of the postgraduate study programmes and the Director of Postgraduate Studies .
Doctoral programs last a minimum of 3 years, as determined by law. Some programs are structured while others are based on pure research. There was an increase in PhD programs due to the interdisciplinary nature of the topics related to research. In fact, both programs include teaching courses with research activities. Doctoral programs may include activities such as discussions, presentations, workshops, attending seminars or publications. The Law gives students the opportunity to create a doctoral program but only for those faculty that do not already have a post-graduate studies program .
At the end of the study period there is a written thesis that is discussed publicly in front of a committee of seven academic professors.

=== Universities in Country ===

The University of Athens is the most ancient University of the oriental Mediterranean.
The other main Universities are:
* Agricultural University of Athens
* Aristotle University of Thessaloniki (mirror)
* Athens School of Fine Arts
* Athens University of Economics and Business (AUEB)
* Democritus University of Thrace (campuses: Komotini, Xanthi, Alexandroupoli, Orestiada)
* Harokopion University of Athens
* Hellenic Open University
* International Hellenic University
* Ionian University
* National and Kapodistrian University of Athens
* National Technical University of Athens
* Panteion University of Social and Political Sciences
* Technical University of Crete (T.U.C)
* University of the Aegean (campuses: Mytilene, Chios, Karlovasi, Rhodes, Ermoupoli)
* University of Central Greece (campuses: Lamia, Livadeia)
* University of Crete (campuses: Heraklio, Rethymno)
* University of Ioannina (campuses: Ioannina, Agrinio)
* University of Macedonia (campuses: Thessaloniki, Edessa, Naoussa)
* University of Patras
* University of Peloponnese (campuses: Tripoli, Korinthos, Kalamata, Nafplio, Sparti)
* University of Piraeus
* University of Thessaly (campuses: Larissa, Volos, Karditsa, Trikala)
* University of Western Macedonia (campuses: Florina, Kozani)

[[Image:Greece_Uni.jpg|center]]

=== Technological Institutes of Higher Education in Country ===
* Alexander TEI of Thessaloniki (campuses: Sindos, Katerini, Kilkis, Nea Moudania)
* School of Pedagogical and Technological Education
* TEI of Athens
* TEI of Chalkida (campuses: Chalkida, Thiva)
* TEI of Crete (campuses: Heraklio, Chania, Rethymno, Agios Nikolaos, Ierapetra, Sitia)
* TEI of Epirus (campuses: Arta, Ioannina, Preveza, Igoumenitsa)
* TEI of Ionian Islands (campuses: Lefkada, Argostoli, Lixouri, Zakynthos)
* TEI of Kalamata (campuses: Kalamata, Sparti)
* TEI of Kavala (campuses: Kavala, Drama)
* TEI of Lamia (campuses: Lamia, Amfissa, Karpenisi)
* TEI of Larissa (campuses: Larissa, Karditsa, Trikala)
* TEI of Messolonghi (campuses: Messolonghi, Nafpaktos)
* TEI of Patras (campuses: Patra, Aigio, Pyrgos, Amaliada)
* TEI of Piraeus
* TEI of Serres
* TEI of Western Macedonia (campuses: Kozani, Florina, Kastoria, Grevena and Ptolemaida)

[[Image:Greece_Tei.jpg|center]]

== Higher education reform ==

Higher education reform
The existent Law 1268/82 governs the operation of tertiary education and was introduced by the Socialist Government (PASOK) in 1982. There were several changes made to this Law, in particular the 1404 Law of 1983 and the 2083 of 1992.
The main innovations brought about by Law 1268/82, which drastically changed the operation of universities, are the following:
* The old faculties were divided into departments, each of which corresponds to a university discipline area.
* The Chair system, which was the focus of the past organisation of universities, was replaced by the scientific sector (tomeas). The tomeas is responsible to a General Assembly in each Department.
* All policy decisions related to the various levels are taken by the appropriate General Assemblies which consist of all members of the teaching staff and a considerable number of undergraduate and some postgraduate students.
* Undergraduates have equal representation in the electoral bodies for the selection of the administrative heads of the University as the members of the academic staff.
* Members of the teaching staff form a single body with four levels: (i) lecturer, (ii) assistant professor, (iii) associate professor and (iv) professor. Only those belonging to the two upper ranks of the academic hierarchy are elected to permanent (tenured) positions. Appointments and promotion of all teaching staff is made by special electoral bodies, which meet together with the General Assemblies of the departments. New categories of auxiliary teacher, technical and administrative personnel has been created.
* Each university is administered by: (i) the Rector who is supported by two vice-Rectors, elected for a period of three years by an electoral college. The electoral college consists of all the faculty members, an equal number of undergraduate students and representatives of the technical staff, the administration staff, the graduate students, the teaching assistants and the foreign language teachers. Each of the latter groups has a representation which is 5% of the size of the faculty (total 25%), (ii) the Rectors’ Council, which consists of the Rector, the two vice-rectors, one representative of the students and one representative of the administrative personnel and (iii) the Senate consisting of the Rector and the vice-rectors, the deans of the university faculties, the heads of the autonomous departments, one representative of the teaching staff, one representative of undergraduate students from each department, one representative of administrative personnel and a number of representatives of the post-graduates students. All representatives are elected. The Senate is regarded as the top administrative agent of the University. Each faculty, comprising of relevant departments, is administered by: (a) the Dean, who is elected for three years by the General Assembly of the faculty, (b) a Council which comprises the dean, heads of the departments and one undergraduate student from each department and (c) the General Assembly of the faculty which consists of the General Assemblies of the departments.
Each department is administered by: (a) the head, who is elected for two years, (b) the Administrative Council which consists of the head, the directors of departmental sections and representatives of the students and of the technical or administrative personnel, and (c) the General Assembly of the department. The director of each sector, who is elected for one year, and the General Assembly of the sector are the administrative agents.
* A National Academy of Letters and Sciences (EAGE) and a National Council of Higher Education (S.A.P.) as already described, were established by the new law, as advisory bodies to the Government and as a co-ordinating supervisory agencies on teaching, research, undergraduate and postgraduate programmes, evaluation and appointment of academic personnel, creation of new universities or units in them, allocations of funds etc. However, the National Academy of Letters and Sciences has never functioned because of the negative reaction to it of the professorial body.
* The undergraduate studies were reorganised into "semester courses" and a basic structure for the promotion of graduate programmes was set up.

As stated above, Law 2083 in 1992, modified Law 1268 of 1982. The main modifications were the following:
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was reduced to 50% of the faculty.
# The election of the Vice-Rectors became a separate procedure from that of Rectors.
# A four-year plan for the creation and advertisement of teaching staff positions was established.
# The role of administrative bodies with a small number of members was strengthened.
# Members of the teaching staff were ranked according to the service they provide (full time or part-time employment).
# Two cycles of undergraduate studies were established. The first cycle has four semesters. Passing the examinations in all subjects taught during the first cycle is a prerequisite for the continuation of studies in the second cycle.
# Students who fail to complete their studies within the prescribed period of time, extended by two extra years, were not entitled to any kind of financial aid awarded by the state.
# Postgraduate studies and the functioning of research programmes was reorganised.
# Free distribution of academic textbooks was restricted only to students with low annual income.
# New academic institutions such as the Centre for the Greek Language, the Open University and the Committee for Evaluation of Higher Education were created.

The above measures have been further modified or abolished by Law 2188/94 (Minister of Education D.Fatouros) as follows (retaining the numbering above):
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was increased to 80% of the faculty.
# The election of the Vice-Rectors is not a separate procedure from that of Rectors.
# A one-year plan for the creation and advertisement of teaching staff positions was established.
Points 5, 6, 7 and 9 were deleted; 8, and 10 remained the same
Special regulations concerning "guest" students and the mobility of teaching staff and students were also introduced by the new law. This is an attempt to adjust the legal framework of Greek higher education to the context of European Union and to promote co-operation with other countries.
Finally, both the organisation and the functioning of the Technological Education Institutions (TEIs) is based on the Law 1404/1983, and Presidential and Ministerial decisions issued in connection with this Law. The TEIs are distinguished from the AEIs, in terms of their purpose, function (including their administration), staff qualifications and hierarchy, the length of programmes and the fact that they offer no postgraduate courses.
However, their organisation and operation is similar to those of the AEIs. TEIs are oriented towards the application of recent technological knowledge and practice, while AEIs are more science and research-based institutions. Thus, the TEIs have direct links with various productive enterprises where most of the students’ practical work is carried out.
TEIs are self-governing bodies enjoying academic freedom and freedom of teaching and
research. They are divided into schools and departments similar to those of AEIs. Each
TEI together with its schools and departments is administered by members elected by
the General Assemblies in which the teaching staff, an important number of students'
representatives and a number of support personnel representatives participate. The permanent teaching staff are grouped according to three scales: laboratory professors, assistant professors and professors. Possession of a doctorate is a necessary prerequisite for appointment to the rank of professor.
The new law for TEIs provides for the establishment of two Advisory Services at the MoE to offer TEIs advisory support. They are: (a) the Council for Technological Education (Symboulio Technologikis Ekpedefsis - STE), (b) the Institute for Technological Education (ITE). In addition there are Regional Technological Councils whose role is to facilitate the formation of links between TEIs and productive units for economic and any other support .
The legal basis for the organization of university, is the Article 16 of the Greek Constitution which declares that education is a fundamental mission for the State. In addition, it states that higher education can be provided exclusively by institutions which are legal and independent entities under the public law, and it forbids to private institutions to provide university courses. The current situation is changing: in the Greek Parliament there are extensive debates on the amendment of this article, that will enable private non-profit HEI, with some prerequisites for quality .
This new Law “The Reform of the Institutional Framework for the Structure and Operation of Higher Education Institutions” was submitted to the Plenary of the Greek Parliament and was approved on 8 March 2007.
This law regulates the structure of secondary education and is based on Law 1268/1982 that covers only the university sector. The technology sector has a different legislative framework (Law 1404/1983) and up to 2001 the TEI were not regarded as institutions of higher education. The new Law 3549/2007 specifies that the university education comprises two parallel sectors, university and technology, and refers to both types of institutions. This law wants to transfer more responsibility to the HEI, through the internal regulation. The status of the rector is valued: he can be elected by all students and staff and will have the power to exercise legal control and appoint the academic staff.

The most important innovations introduced by the new Law 3549/2007 obligate HEIs:
* to compile internal regulations in order to ensure their even operation and enhance their autonomy;
* to compile a four-year academic-development programme, where their mid-term and long-term goals will be defined and their strategy will be planned;
* to elect their leadership through immediate and collective participation of the academic community groups in the election procedure. The position of HEI Secretary has been introduced for the better management of administrative and financial matters;
* to redefine the concept of academic immunity (asylum);
* to enhance student support services and assign tutors to students;
* to adopt measures in support of students from weaker financial classes such as: compensative scholarships, interest-free educational loans as well as support provided to disabled students;
* to enhance their libraries;
* to establish social accountability and transparency procedures;
* to enhance the European and international dimension of Greek higher education.

Other issues, which should be defined by the internal regulations, are added in the new Law 3549/2007:
# the deontological rules for all the members of the academic community as well as the procedures and the control bodies established for their observance;
# the operation rules of the collective bodies and the obstacles to the participation in those bodies;
# the participation in research or other programmes;
# the operation of the student support services and the exercise of a tutor’s duties by teaching and research staff members;
# the general rules for operating libraries, study and reading rooms of an institution;
# the extent, procedures and requirements for awarding exchange scholarships to students;
# the procedures and requirements for ensuring the safeguarding of the institution and its property in the most efficient way;
# the proportion between obligatory and optional courses of the syllabus and the necessary requirements for students’ participation in all exams;
# the procedure for designing and revising the four-year academic and development program as well as the annual report;
# the specialization of the prerequisites and procedures for the election, advancement or permanent appointment of teaching and research staff members or research staff members;
# the way representatives of the teaching and research staff members or of research staff members from every section are appointed in the General Assembly of a department;
# the composition of the support secretariat for the Secretary of the institution, the qualifications, the selection procedures and the competencies of the Secretary of the institution;
# the way the electoral procedures are conducted for the emergence of the collective bodies of the institution; and
# the integration of the decision made by the qualified body of the HEI with regard to the designation of the HEI’s areas covered by academic asylum.

“''Our aim is to ensure that our HEIs have the necessary resources to continue to fulfill their full range of purposes. Those purposes include: preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base; and stimulating research and innovation.”''
[Ministers for Higher Education, London Communique, 18 May 2007]

=== The Bologna Process ===

Greece is a founding member of the Bologna Process (1999). Beginning with 2004, intensive efforts have been made in order to implement everything agreed within the framework of the Bologna Process. While in all the other European countries reforms were rapidly implemented, in Greece delays occurred. Today, 46 countries, including Greece, actively participate in the creation and establishment of the European Higher Education Area; Greece is a member of the Bologna Follow-Up Group and was a member of the Board during 2005-2006. Greece also takes part in the Stocktaking Group and in the External Dimension Group (2005-2007). As a member of the European Union, Greece participates, within the framework of the Lisbon Strategy, in the effort to “make Europe the most dynamic Knowledge Society worldwide” and can only go along with the decision of the heads of states and governments made in Barcelona in 2002, which sets the Bologna Process as the basis for cooperation in higher education.

The most important legislative reforms and developments relating to the Bologna Process since Bergen are the following:

'''''Quality Assurance, ECTS, Diploma Supplement'''''

Law 3374/2005 regulates quality assurance in higher education, the establishment of the European Credit Transfer and Accumulation System and the Diploma Supplement. The law establishes for the first time a national system of quality assurance in Greek higher education, which addresses both universities and TEIs. It also realizes the commitments undertaken by the Ministers of Education in Berlin (2003), complies with the European Standards and Guidelines suggested by ENQA and its partners (EUA, EURASHE, ESIB)
and adopted by the Ministers of Education in Bergen (2005), fully respects the autonomy of the institutions and ensures student participation. The above law determined the obligatory application of a credit system, fully compatible with the European Credit Transfer and Accumulation System (ECTS), for all undergraduate and postgraduate study programmes.
Moreover, Law 3404/2005 , which regulates operational and study issues, further contributed to the improvement of the quality of TEIs and established new permanent positions for the educational staff.

'''''Recognition of Degrees'''''

Law 3328/2005 for the establishment of a new Agency for Degree Recognition (DOATAP) was created in order to simplify the procedures for recognition of degrees and study periods. DOATAP is a member of the NARIC network.

'''''The European Dimension, Recognition of Joint Study Programmes and Mobility of Students and Staff'''''

Law 3404/20055, Article 23 on Joint Postgraduate Study Programmes and Joint Doctorates, gives universities the possibility to award double, multiple and joint degrees and allows the use of a language other than Greek in postgraduate study programmes. Thus, it enhances the cooperation between Greek and European HEIs, the mobility of students and academic staff and the European dimension of Higher Education. Moreover, Law 3549/2007 also stipulates the possibility to organize undergraduate study programmes in languages other than Greek.

'''''Lifelong Learning'''''

Within the National Strategic Development Plan (2007-2013), an intergraded lifelong learning policy has been planned because Greece has significantly fallen behind compared to the other European countries. Thus, with the cooperation of the Ministers of Education and Employment, the National System of Connecting Vocational Education and Training was established and the framework for the organization of lifelong learning was created with Law 3369/2005. This law was recently supplemented with Law 3577/2007 .
As far as higher education is concerned, Law 3369/2005 on Lifelong Learning enables the universities to establish and run lifelong learning institutes and have additional revenues, since they can charge fees for training courses. The substantial participation of HEIs in lifelong learning places universities at the centre of the social and financial life of the country and of the region where they are located. They provide citizens with new and often innovative and flexible opportunities for regular and distance-learning and, at the same time, they assume a key role for the adaptation of the workforce to the structural and
technological changes rapidly taking place in the professional fields today. Moreover, the Hellenic Open University, whose study programmes are mainly addressed to the working population, has been facing a rapid development as new programmes were added in all three cycles and new training programmes were created.

'''''The External Dimension of the Bologna Process'''''

Law 3391/2005 regulates the establishment of the International Hellenic University and aims at enhancing student mobility. Moreover, as a member of the External Dimension Group of the Bologna Process, Greece organized a Bologna Seminar on “Putting European Higher Education Area on the Map: Developing Strategies for Attractiveness”, which took place in Athens, on 24-26 June 2006. The participants were mainly higher education stakeholders from the countries participating in the Bologna Process, but also representatives of OECD non-European and Mediterranean countries, representatives of the European Commission, consultative members of the Bologna Process as well as
representatives of international and student organisations (ESIB and AEGEE). The Bologna Seminar meant another step forward in defining the external dimension of the Bologna Process, stressed the need to enhance and bring out the quality of the European Higher Education Area and the need for adopting a concrete strategy on the attractiveness of the European Higher Education Area, which will be the European answer to global challenges.

'''''Mobility through Cycles, Access and the Removal of Obstacles'''''

A series of legislations resulted in the upgrading of those institutions belonging to the non-university sector and, with the exception of the higher ecclesiastical academies, are under the main supervision of other ministries. Thus, these institutions will issue Bachelor’s degrees and their graduates will be able to continue studying in the two next cycles at universities.
─ Law 3432/2006 upgrades the status of the higher ecclesiastical academies supervised by the Ministry of National Education and their degrees become equivalent with those of the higher education institutions.
─ Law 3413/2005 allows higher military schools (supervised by the Ministry of Defense) to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities).
─ Law 3450/2006 upgrades the status of the merchant maritime academies (supervised by the Ministry of Mercantile Marine) which are currently able to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities). Moreover, Law 3475/200612 regulates, among others, the access of secondary vocational education students to the higher technological sector.

'''''Student Participation'''''

Full participation of students in the governance bodies of HEIs has been ensured. Moreover, student unions participate in the National Council of Education, while Law 3374/2005 on quality assurance has also ensured students’ participation in quality assurance procedures. In addition, the Minister of Education and Religious Affairs has
signed Law 3443/200613, which enacts local youth councils and their participation in local governance, so that young people can become active citizens.

== Administration and finance ==

The Ministry of Education and Religious Affairs (ΥΠΕΠΘ/YPEPTH) is responsible for the administration of all the schools in the country: an administration carried out through the Central and Regional Services and through councils of a consultative and scientific nature that have been created and function in the Ministry’s Central and Regional Services.
Higher Education Institutions (AEI), are self-administered legal entities under public law and the Minister exercises supervision and monitors the legality of their actions and decisions through the Ministry’s central services.

'''''National level'''''

The Minister of National Education and Religious Affairs has the main responsibility for the planning and implementation of the education policy. In his/her task is seconded by two Deputy - Ministers who have specific areas of responsibility.
Under the Minister of Education also come: the General Secretariat for Youth (ΓΓΝΓ/GGNG) whose task is to secure and promote the rights of young people; the General Secretariat for Adult Education (ΓΓΕΕ/GSAE) responsible for planning, co-ordinating and implementing policies on a national scale and with regard to Greek expatriates, actions related to Lifelong Learning and especially: basic adult education, general adult education and training, socio-cultural training and education, open distance learning, as well as training of trainers.
Lastly, under the Ministry of Education also falls the General Secretariat of Religious Affairs that supervises the application of the government policy in the field of religion.
The administrative structure of the Ministry of National Education and Religious Affairs
(ΥΠΕΠΘ/YPEPTH) includes a vertical structure of Departments, Directorates, General Directorates and Integrated Administrative Sectors.
There are six Integrated Administrative Sectors (University Education, Administration of Community Support Framework Programmes, Greeks Abroad and Inter-Cultural Education, Studies, Training and Innovation Issues, Technological Higher Education, Audiovisual Teaching Aids, Education TV, Libraries and Historical Archives) headed by Special Secretaries, appointed by a joint decision of the Prime-Minister and the Minister. The Heads of the General Directorates are Directors General that are selected from among the permanent administrative officials by a Special Service Council. They are responsible for planning activities, coordinating the operation of the Directorates and Administrative Sections under them, evaluating the policy pursued in their sphere of competence and drafting proposals to be sent to the political leadership of the Ministry of Education.

'''''Regional Level'''''

In the context of the education decentralisation policy, Administration is exercised at a Regional Level by the Regional Education Directorates while, at a prefectural level, by the Directorates and the Primary and Secondary Education Offices, Regional Service Councils and Education Committees.
For administering and monitoring the operation of Primary and Secondary Education Institutions there is the Regional Education Directorates which relate directly to the Minister of National Education and Religious Affairs. Each Regional Education Directorate consists of the following Departments: a. Administration, b. Scientific-Pedagogic Guidance of Primary Education and c. Scientific-Pedagogic Guidance of Secondary Education.

'''''Local Level'''''

At local level (municipality or community), there are Scholikes Epitropes (School Committees), Municipal or Community Legal Entities, that manage the funds allocated to cover operating expenses for one or more Primary and Secondary schools depending on the local needs as evaluated by the competent local authorities.
The School Committees are assigned to manage the budget for the operational costs of Primary and Secondary Schools and to support the administrative operation of school units.

'''''Funding'''''

The sources of funding of Greek university are the regular state budget and the Program of Public Investment, which has two levels, one national, financed with national funds, and the community one, which includes European funds (Operational Programme for Education and Initial Vocational Training – O.P. “EDUCATION”, 2000-2006).
This second type of funds include the modernization of university education and the creation of new infrastructures, studies and materials and funds for research.
The Minister of Economy and Finance, Minister of Education, Universities and TEI are the entities involved in the distribution of funds, both those of the state budget and those of the Program of Public Investment. Although it is an informal process, as a good practice, the Minister of Education along with the Rectors’ Conference and the Conference of the TEIs’ Presidents agree upon the total amount and the allocation of funds. Then, each individual HEI cooperates with the Ministry of National Education in order to define the annual amount based on the Unified System of Allocation Criteria of the regular state budget.
The budget allocated to education is increasing year after year, and a satisfactory rate is assigned to university education. In compliance with the OECD, in 2003 was dedicated to education university the 1,3% of GDP: according to Eurostat data, Greece is the European country to increase their funding for higher education, with a approximately 98% (EU average: 82.8%); on the contrary, the contributions that come from households and private funds are approximately 1% .
In fact, Greece is one of six states of the European Union that does not require charging for university education. The funds for universities and TEI come regularly from the national budget and are used primarily for operating expenses that include: the payment of teachers and research staff, students’ blackboards and textbooks and teaching materials. In relation to the budget of 2007, about 1.5 billions of euros have been allocated to universities, TEI and to the Academy of Athens, while 832,000 euros are for the Hellenic Quality Assurance Agency. The funds of the Public Investment Program is intended to infrastructure, studies and educational materials.

== Quality assurance ==

Until 2005 there was no system of quality assurance in university education, until it was enacted with the 3374 Law .
This law has established a quality assurance system for the entire university education, which includes both the technology sector and the university one. This law complies with the European standards and guidelines suggested by the European Association of Quality Assurance (ENQA) and its partners (EUA, EURASHE, ESIB / ESU), which were adopted first by the Ministry of Education in Bergen.
The Greek Quality Assurance System includes:
* internal assessment
* external review
* publication of results
* participation of students
* peer review

The university system evaluation is coordinated and supported nationally by an independent and specific authority for the assessment, called the Hellenic Quality Assurance Agency (HQAA) and supervised by the Ministry of Education.
The Hellenic Quality Assurance Agency (HQAA), established by Law 3374/2005, also has a consultancy role since it keeps the competent bodies of the state and the higher education institutions informed on current international developments and trends in the relevant issues.

This agency is based in Athens and is made up of 15 members appointed by the Minister of Education who remain in office for 4 years and can not fill this role for more than twice, whether consecutive or not, and are also allowed foreign experts. The President must be an academic with an internationally recognized authority and with a significant research activity, preferably with experience on qualitative issues and on the development of the education system. The other members are representatives of the academic staff of universities and technology institutes, students, researchers and social partners.
This agency ensures the transparency of the evaluation procedures and its mission is to support the organisation of the university education through the implementation of procedures: improving the quality of university education by informing the state and HEIs on international developments and trends, promoting research in the area.
In particular, some of the major responsibilities for HQAA are:
* The HQAA plans, coordinates and supports HEIs’ evaluation procedures;
* Employs guidelines and standards to specify and review the form of HEIs’ evaluation reports, as well as the evaluation criteria and indices;
* Compiles, keeps and revises the Register of independent Greek and international experts and specialists in the area of Quality Assurance;
* Collects information and maintains a database with data from the evaluation reports of all Greek HEIs;
* Performs studies and carries out research in order to develop the methodology, techniques and applications of quality assurance and keeps all competent bodies of the state and the Greek HEIs up-to-date;
* Maintains mutual cooperation with corresponding foreign organizations and represents Greece in international quality assurance networks;
* Publishes the evaluation results and the measures adopted for quality assurance and improvement of higher education.

The law divides the evaluation process into two levels: the internal and external evaluation.
The internal evaluation is the first step for the external assessment and is carried out by each academic unit (that is the subject of the evaluation) and consist of the systematic assessment and recording of instruction, research or other activities in relation to the objectives and mission of the HEI . To take part in this internal evaluation, which lasts two semesters, are research and teaching staff members, scientific and administrative staff member and student representatives.
The criteria and evaluation indices concern the quality of teaching and research activities, the quality of study programs and other services provided by HEI. These indices and criteria are standardized and specified under the guidelines of HQAA and depend on the field of studies of each academic unit.

The '''internal evaluation''' is being conducted under the responsibility of each academic unit in cooperation with the Quality Assurance Unit, a body found in every HEI to coordinate and support the assessment procedures.
An internal evaluation report contains cumulative information with quantitative data on students, teaching-research staff, educational and other scientific staff, administrative staff, infrastructure, student welfare etc. The HEI’s Internal Evaluation Report is compiled every two years by the QAU and sent to the HQAA.
The external evaluation process is repeated every four years at the latest with the cooperation of HEIs and the HQAA. The external evaluation is carried out by the External Evaluation Committee (EEC), which consists of five members from the register of independent experts kept at the HQAA. One of the members of the EEC may be nominated by the academic unit under evaluation but the remaining members are elected by the HQAA. The participation of at least one foreign expert and one representative from a professional or other scientific union in the External Evaluation Committee is also desirable. The EEC takes into consideration the self-evaluation report and makes an in situ visit to the evaluated academic unit, which has to facilitate as much as possible the committee’s work with supplementary information, discussions and contacts with the members of the academic unit. The EEC compiles the draft external evaluation report with the secretarial and administrative support of the HQAA and this draft report is then notified to the academic unit under evaluation, which then has to submit its remarks within a fifteen-day time limit from the date of the notification of the draft.

The '''external evaluation''' is completed within four months with the External Evaluation Report which is submitted to the HQAA. After the evaluation processes have been completed the HQAA makes the External Evaluation Report public. The External Evaluation Report includes the independent experts’ analyses, findings, and recommendations for the measures that need to be taken in order to improve the quality of the task of the institution.
There is only one body with the task of the recognition of foreign degrees and periods of study: the National Academic Recognition and Information Center (Hellenic NARIC – DOATAP): it is responsible for the recognition of study titles issued by foreign higher education institutions, both universities and foreign technological institutions and for providing information on studying in Greek HEIs. The Hellenic NARIC is located in Athens and is supervised by the Ministry of National Education and Religious Affairs. The Hellenic NARIC also has a consultancy role on issues concerning the recognition of foreign degrees and is the responsible body for the elaboration of the Action Plan for Recognition submitted in the London Ministerial Conference .

== Country's HEIs in the information society ==

=== Towards the information society ===

Today one of the main priorities of Greek educational policy is continuous improvement, with respects to the integration of ICT, into the educational sector. Numerous actions have been implemented and are being further developed in relation to ICT integration; such actions are coordinated by the Ministry of Education and Religious Affairs in the framework of the Information Society Programme .
In the framework of this programme, the infrastructure (broadband connections across the country, networks, and computer equipment) is being further developed and maintained, digital content and services (educational software, educational portals, educational services, e-management) are being enriched and expanded and teacher training
continues to emphasise the exploitation of new technologies in educational practice.
Moreover, the following pilot Actions are being planned and implemented:
the distribution of laptops to students, the development of the “ideal school lab”, the development of virtual teacher training, virtual learning environments and virtual content management systems, on-line interactive educational TV.
At the same time, the Hellenic Ministry of Education and Religious Affairs has launched a coordinate effort for the utilization of ICTs and their incorporation into the everyday educational procedure. This effort is implemented in the fields of the third Community Support Framework mainly from the Operational Program of Information Society, (OPIS) under the direct supervision of the General Secretary of the Hellenic Ministry of Education and with the support of the Hellenic Ministry of Education Information Society office and the "Strategy for ICTs in Education" Committee.
It is constructed onto four lines of action:
* Installation and support of network and computational equipment.
* Development of software and digital content for educational and administrative purposes (educational software, information systems, Internet content e.t.c.).
* Training of the educational community on ICTs, targeting to the utilization of the above areas.
* Modernization of administration areas.

The aims of this Strategy are:
* The incorporation of ICTs in the teaching process.
* The support of the Informatics lesson taught in high school, senior high school and technical school.
* The support of every cognitive area through the use of ICTs.
* The elimination of digital illiteracy and variations on ICT skills.

=== Information society strategy ===

Since 2002, there are activities targeted to the elaboration of a systematic approach towards :
* Compliance with EC directives regarding e-Accessibility
* Initiatives related to e-Inclusion in the context of the Operational Programme "Information Society" of the 3rd Community Support Programme (Secretariat for the Information Society, Hellenic Ministry of Economy and Finance) in the domains of: Education and Culture, Health, Employment, Public Administration, Telecommunications.
The Digital Strategy 2006-2013 is addressed to the challenges of the 4th Community Support Programme and i2010:
* Infrastructures (broadband access, development of accessible one –stop shops, subsidies for ICT equipment for specific population groups)
* Education (incentives for the development of accessible educational content and distant learning)
* Health (Accessible regional e-health services, universally accessible health records and other related information)
* Public administration (accessible e-services for the regional government, digital content and information services, an important example is the International Call for Tenders conducted by the Greek Pedagogical Institute in 2006. It aims for the development of a digital library and its best practices in certification and implementation of educational software).
The digital strategy 2006 – 2013 replaces the “white paper” for the information society and strengthens the role of the existing Operational Program for the Information Society, by re-examining its goals. At the same time, the new digital strategy meets the challenges of the 4th Operational Period (2007-2013) and is compatible with the new European policy for the Information Society “i2010” and with the “Jobs and Growth” action plan, both of which were outlined in the first semester of 2005.

== Virtual Campuses in HE ==

=== Interesting Virtual Campus Initiatives ===

==== The Hellenic Open University ====
In 1992, while attempting to reform the institutional framework of higher education the establishment of the Hellenic Open University (Elliniko Anoichto Panepistimio - ΕΑΠ/EAP) was decided. HOU is the only HEI that providing distance education at all three levels (undergraduate, postgraduate and doctorate) as well as training courses. It was finally established in 1997 and began operating in 1998. Like all the other public universities in Greece, the Open University is a legal entity of public law, completely independent and autonomous . It was established by Law 2083/92 and it is seated in Patras but various activities such as consultative meetings and exams are organized in eight Greek cities (Athens, Thessaloniki, Patras, Heraklio, Ioannina, Xanthi, Piraeus and Larissa).
HOU’s overarching characteristics were defined and formed by the first administrative committee’s decisions (time period 1995 to1997) and was significantly informed by the British Open University model. This historical legacy significantly influenced the formation and operation of the institution .
The model of the tutor-counselor, as employed at the British Open University (Sewart, 1980), has also been adopted by the HOU. HOU’s planning and organization of its program offerings are based on explicit goals, clear guidelines, and detailed instructions to guide its students and its tutors. According to its instructional publications, HOU adopted Holmberg (1989) ideas on the central role distance learning materials play in students’ mastery of distance learning studies. HOU also faces internal and administrative challenges, some of which do not support or assist in developing its distance learning methods that can be easily delivered via ICT. The HOU, nonetheless, is welcomed and supported by most Greeks, primarily because it offers them a second choice and, sometimes, a chance at accessing the fruits of education. In the academic year 2006-2007, HOU served 15,026 undergraduate and 8,624 graduate students enrolled in six undergraduate and 24 graduate courses .

The mission of the Hellenic Open University (ΕΑΠ/EAP) is to provide distance undergraduate and postgraduate education and adult education, by developing and utilising appropriate educational materials and teaching methods. Among the goals of the HOU is to promote scientific research in a flexible and innovative way and to develop technology and methodology in the field of distance learning and also to offer University studies to those who cannot attend classes or laboratories for whatever reason.
The ΕΑΠ/EAP organises:
* Undergraduate study programmes leading to a degree.
* Postgraduate training programmes that lead to certification of training.
* Postgraduate training programmes that lead to a postgraduate specialisation degree or doctoral degree.

During the process of student selection, priority is given to applicants who are over twenty-three years of age, therefore, most of the students are employed and their average age is of 30-40 years old. Moreover, students with special needs are admitted to the Hellenic Open University and the available places for them amount to an additional three percent of the set number of places for undergraduate study programmes. For admission to an undergraduate programme a high school degree is necessary. The number of applicants is usually much greater than the number of offered places and this why candidates are selected by electronic lot in the presence of a district attorney for ensuring transparency.
HOU has introduced some innovations in the Greek higher education system. These are :
# Studying exclusively through distance learning.
# The application of a modular system and the replacement of courses by the flexible form of modular courses, which can be easily altered, according to the social and educational needs at the time.
# Introduction of a five-level educational system that covers all levels from post-secondary vocational training to doctorate level.
# Foundation of a University Laboratory for Educational Material and Methodology Research.
# Foundation of a University Evaluation Unit.
# The simplification of governance structures with the abolition of the Rectors’ Council and the establishment of a flexible Senate.
# The introduction of HOU’s basic functional unit, the Course Modules that cover a specific study field at undergraduate or postgraduate level. Each course module is equivalent to three semesters in a Greek university.
HOU consists of four schools: the School of Humanities, the School of Social Science, the School of Science and Technology and the School of Applied Arts. These schools award Bachelor, Master and PhD degrees and certificates of training or of attendance. The average time for studies is six or seven years for the undergraduate studies and four years for the postgraduate studies. HOU is a rapidly developing higher education institution. Only two study programmes in 1998 compare to the thirty-one that operate today (2006-2007).

At the same time, there is a rapid yearly increase in the number of students, and the number of applicants exceeds the offered places of study.

[[Image:Greece_HOI.jpg|center]]

===== Teaching Method =====
The objectives of the Hellenic Open University (ΕΑΠ/EAP) are achieved through the use of methods of teaching and learning from a distance. These methods are based on high quality educational material which must be appropriately developed in terms of both form and content in such a way as to guarantee high quality self-education and frequent assessment of students. This material is traditional (books, notes, evaluation forms), audio-visual (sound tapes, videotapes, optic discs) and in any other electronic form (multimedia and Internet).
Most educational materials used by HOU are original, that is they are created by a team of experts. This team, for example, determined responsibilities and frames within which each team member operated. Members included: a writer, who wrote the material following particular specifications demanded by form and content; an academic responsible for each program; a reader, who ‘fact checked’ the study texts for scientific quality; and, finally, a DE expert who ensured that all texts complied with the pedagogical principles needed to support effective DE delivery. Construction of distance pedagogical scientific knowledge, within the creation of original educational material produced by HOU, reflects: a) strong classification of material based on strict specifications and the involvement of special scientists in the scientific area that ensure the scientific validity and reliability of HOU’s learning materials, b) strong framing because the relationship and terms of collaboration are pre-determined and everyone works on specific, known, and irrefutable rules. In certain cases were the writers were unable to adapt their work to the specifications required, projects were cancelled .
The pedagogical practices, as formulated in the HOU, with the criterions of the ‘power of framing’ and ‘PECS’ are now examined :
# In the HOU, educational material packages consist of: books, cassettes, videos, CD-Rom, and educational software supported through the use of ICT (Act 1/7-11-1995). The creation of an electronic bank of educational material (i.e., learning objects) is currently under consideration (Act 18/11-12-1996).
# Modules are accompanied by detailed timetables of study and students deliverables in the form of written work and tests (HOU, 2002). Thus, the following are determined:
#* Lock-step sequencing of DE contents provides students a timeline for learning and knowledge acquisition. Students are also given instructions on the applicability of additional learning materials available to them to help them master the subject material on a deeper level (i.e., additional texts, books, and audiovisual materials that are not part of the course per say, but are nonetheless helpful).
#* HOU students learn in a paced environment. HOU’s academic year is divided to 32 weeks, beginning the first week of October. Students are made aware of the time they need to spend to study of each chapter (e.g., one or two weeks) and of deadlines and timelines they must meet in handing in their written work and assignments.
# By regulating all facets of students’ studies, evaluative criteria are determined. That is, the questions concerning the rights and obligations of teachers and students in sub-areas such as ‘communication’ are defined. For example, teachers must be available for student consultations during specific times; moreover, all comments on all written assignments must be returned to students within 15 days of receipt. In terms of quality assurance, HOU evaluates its teachers via a student questionnaire that asks pointed questions as to whether or not teachers failed, met, or exceeded students’ expectations on basic criteria such as timeliness, accessibility, and instructional efficacy.

HOU uses a comprehensive regulatory framework to support its students. As such, strong framing exists concerning ‘relationships’ cultivated inside the institution itself. Indeed, HOU is uses clearly defined hierarchical relations of power on two levels:
# First, HOU’s administrative committee decides the general policy of the institution. The chairman plays a central role in providing direction and guidance to the administrative committee. For example, A. Lykourgiotis, the first chairman of the administrative committee, when taking into consideration the opinions of committee, formally articulated HOU’s educative and organizational features (Koustourakis, 2006). This shows strong framing in the rule sequencing/ pacing and criteria and in the regulative rules between academic personnel, tutors, and HOU’s administrative committee.
# The second level concerns the operation of HOU’s various programs and modules. In this case, HOU’s program directors and module coordinators coordinate and supervise how established instructional policies will guide HOU’s various programs and study modules. Sub-committee teams comprised of instructional personnel (i.e., teachers and tutors) working on specific modules, participate in this process. At first glance, this appears to show relatively weak framing in terms of communication among the teachers/ tutors. The coordinator of each module, however, is typically a member of the HOU’s academic personnel, and their decision is central in that this person determines and directs daily the work flow of the overall team that must deal with HOU’s day-to-day procedural affairs, such as the formulation and/ or choice of subjects on offer, pedagogical approaches that should be best taken, and the development and administration of final written examinations.

The methodology used for EAΠ/EAP Undergraduate Programmes of Study is that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* laboratory practice of students at the laboratories of the EAP at Patras (wherever this is provided in the Curriculum);
* final and repeat examinations held for each thematic unit all over Hellas at the same time.

The undergraduate students can attend the programme of studies of their choice from wherever they live in any region of the country or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens, Thessaloniki, Herakleio, Ioannina, Xanthi, Piraeus and Larisa.
As regards the ΕΑΠ/EAP Postgraduate Programmes of Study leading to a Postgraduate Specialisation Diploma (ΜΔΕ/MDE) or to a Certificate of Postgraduate Study, the methodology used is also that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* final and repeat examinations.
The postgraduate students can attend the programme of studies of their choice from wherever they live in any region of Hellas or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens and Thessaloniki.

===== Courses offered =====
'''Degrees'''

* Studies in the Physical Sciences
* Information Science
* Administration of Businesses and Organisations
* Studies in Hellenic Culture
* Studies in European Culture
* Spanish Language and Culture

To complete the undergraduate programme and be awarded a degree, the student must successfully complete and be examined in at least twelve (12) Thematic Units. The student selects from one (1) to three (3) Thematic Units per year .

'''Postgraduate Specialisation Diplomas (ΜΔΕ/MDE)'''

* Administration of Tourist Enterprises
* Administration of Health Units
* Administration of Health Services of the National Health System
* Banking
* Administration of Cultural Units
* Environmental Planning of cities and buildings
* Environmental Planning of infrastructure works
* Quality Assurance
* Postgraduate Specialisation for English Language Teachers
* Postgraduate Specialisation for German Language Teachers
* Postgraduate Specialisation for French Language Teachers
* Studies in Education
* Adult Education
* Seismic engineering and anti-seismic structures
* Technical Works Management
* Postgraduate specialization in computer systems
* Studies in Orthodoxy
* Graphic arts – Multimedia
* Waste management
* Advanced studies in Physics
* Environmental degradation and protection
* Postgraduate specialization for Physical Sciences Teachers
* Postgraduate studies in Mathematics
* Business Administration (MBA)

For students to complete their postgraduate studies and receive their MDE, they must have completed and been successfully examined in four (4) thematic units. Another requirement is a thesis that reflects the content of one or two Thematic Units according to the programme. For students to complete their postgraduate studies and receive their Certificate of Postgraduate Study, they must complete and have been successfully examined in one (1) Thematic Unit (duration of studies at least one academic year).

Comparing the educational practices between HOU and conventional Greek universities, however, is like comparing apples to oranges. While traditional universities operate in a teacher-centered context, HOU students are placed at the epicenter of HOU’s educational process. HOU students must learn how to learn at a distance. Clearly, this demands more flexible practices on the part of HOU in terms of providing student support, from writing student-centered educational materials designed to meet the needs of adult learners learning at a distance, to the level and dynamics of online communication between students and tutors, to the support of student-centered learning, to the deployment of Group Advisory Meetings, and most importantly motivating students to cognitively process and synthesize and learn the course materials by themselves with only a tutor there as a “guide on the side” to help them succeed in their learning journey. In the last case, elements of interpretative epistemology enter the HOU, which is aimed at making the institution friendly and accessible to its students by supporting and encouraging their self-driven effort for education and training.
The majority of HOU’s students are busy adults juggling family and work responsibilities, while studying part time. HOU’s role of the tutor, which is based on the British Open University exemplar, currently shows weak framing in terms of students-tutor relationships. This is why the development and deployment of ICT is helpful for the success of HOU’s students. Such technologies not only help build working relationships between tutors and students, but also help students to help themselves to the panoply of online resources and educational materials that can help them learn at a distance. Unfortunately, HOU currently lags behind many other open and distance education institutions in the world, specifically in terms of incorporating and using ICT to support and aid students in their learning. The lack of suitable online educational (digital) materials, coupled with the reality that computer and Internet usage in Greece – primarily due to high cost of access – remains low, means that HOU faces significant challenges in terms of supporting students using ICT. The good news, however, is that this is slowly changing, as reflected in the high-level use of ICT by the HOU for administrative purposes.

=== Interesting Programmes ===

'''Aristotle University of Thessaloniki'''

Aristotle University in Thessaloniki is innovative since 1995 where takes place the first pilot applications for the exploitation of new technologies in education within the 1st EE funded project. Since 1997, there is an important effort to transform the bigger university in Greece in dual mode university that can provide a great part of graduate and postgraduate programs with both traditional methods and distance learning, with the creation of 6 virtual tele-classes and one tele-conference room. Academic community members can participate in distance learning activities, educational seminars and conferences with experts. A great number of teleconferences sessions took place within these last 8 years between Aristotle University and other academic units all over the world, where students and faculty from all participating universities had the opportunity to attend lectures, to participate in international conferences and to effectively train through seminars professionals such as teachers in all levels of education in new technology aspect.

'''University of Macedonia in Thessaloniki'''

The University of Macedonia, located in Thessaloniki, has a great laboratory with a significant experience and expertise in coordinating and participating in a large number of national and international research projects under FP5/IST, FP6/IST, Interreg. The laboratory has also provided consulting services for the European Commission as well a number of national organizations e.g. Ministry of Interior, Prefecture of Thessaloniki, Region of Central Macedonia etc. and it has collaborated with a large number of major academic institutions, research organizations, private enterprises and public authorities in Europe. There are many completed and running projects in this area, both Greek and European; for example, Innovative Enterprise Architecture Education and Training Based on Web 2.0 Technologies (EATrain2).
The aim of the EATrain2 is to identify the training and educational needs of employees in both public and private sector and of university students and to fulfil these using innovative pedagogies and practices based on Web 2.0 technologies and active, problem-based learning approaches. The main result of the project is expected to be: the empowering of Universities, VET organizations, students and employees through innovative training, teaching methods and practices based on Web 2.0 technologies. EA training and teaching material for students, public employees and private employees and an education and training platform based on Web 2.0 technologies.

'''The National & Kapodistrian University of Athens'''

The Asynchronous eLearning Platform is a complete Course Management System that supports Asynchronous eLearning Services via a simple web browser. Its goal is the incorporation and constructive use of the Internet and web technologies in the teaching and learning process. It supports the electronic management, storage and presentation of teaching materials, independently of the spatial and time limiting factors of conventional teaching and creating the necessary conditions for a dynamic teaching environment.
The introduction of eLearning into the traditional teaching process provides new capabilities and allows new means of interaction between students and teachers, through a contemporary technological peak environment.
The Open eClass platform, used by the University, is a complete Course Management System. It is the solution offered by the Greek Academic Network GUnet to support Asynchronous eLearning Services. It is mainly designed, developed and supported by the GUnet Asynchronous eLearning Group and is distributed for free as open-source software.
The incorporation of asynchronous eLearning services offers new possibilities in education, providing interaction and constant teacher-student communication. It is said, at the same time, that electronic organization, storing and presentation of educational material, regardless the limiting factors of place and time of typical teaching, is supported, forming the conditions of a dynamic educational setting. The Open eClass platform is designed with the goal to bring new actions that promote its corporate utility in the already existing educational patterns into effect.
The main user role is that of the teacher who can create practical and functional electronic courses easily and quickly, using the educational material provided (note, presentations, texts, pictures, etc). At the same time, students attain an alternative entry channel to the knowledge offered. Finally, the Open eClass platform supports all asynchronous eLearning services without boundaries and limitations, and the platform access is achieved via a simple web browser without any demand of specialized technical knowledge .
The adult education modules based on the Distance Learning model were designed in response to increased education requirements in various job environments. They spin around 5 thematic units in the field of finance and last from 5 to 9 months. Upon successful completion of the academic requirements, adult students receive a Certificate of Studies. In particular, the University awards Certificates of Training and Certificates of Specialisation, each reflecting specific programme choices by the students. Eligible candidates to the University’s adult education programme are University and T.E.I. graduates and secondary education graduates with previous experience. Candidates are selected on the following criteria: Grade Point Average of Degree or Graduation Diploma (Apolyterio) and priority with respect to application filed. Candidates are required to have access to a personal computer and the Internet. Fees vary with respect to the thematic unit selected .

'''Pandeion University for Social and Political Sciences'''

The Pandeion University for Social and Political Sciences in Athens in order to provide complete long life education and training for Social and Political sciences issues has proceeded in the production and development of various educational applications, such as distance learning, telematics and multimedia. These applications aim to educate and train the instructors that are necessary for the implementation of the multiple purpose training and seminar carriers all over the country.

'''Athens University of Economics and Business'''

The Tele-education Centre of the Athens University of Ecomomics and Business materializes an application for the development of distance learning environment through the Lab. of Business Information Technology. The pilot web courses in the asynchronous distance learning environment concern web courses for :Internet and E-commerce, Database for Business applications, Principles for the design and Implementation of Information systems and Business Information Systems, specifically created to support the needs of executives.
The Teleducation Center is fully operational, serving the current needs of the Institution. The scope of the Tele-education Center is:
* the supply of distance learning services to the University students, either by supporting the courses with additional distance learning material, or by giving the whole course with the use of the tele-education method;
* the continuous education and training of executives, working in Greek organizations, public or private, free lancers and unemployed;
* the export of distance learning services to other countries;
* the operation of the Tele-education Center as a link for gathering the national resources concerning the education technology development and the education service supply;

During the last few years, a real-time multimedia, distance learning classroom has been created. This specially designed classroom can function either independently as a multimedia classroom, equipped with audiovisual and digital devices, which assist and improve educational process or as a virtual, distance learning classroom. The classroom is equipped with state-of-the-art network and audiovisual devices, which allows for full duplex communication among this and other classrooms. The design and the equipment of the classroom enables high interaction among participants of a course delivered simultaneously in different classrooms, by simulating all operations taking place in a traditional classroom, thereby creating a virtual classroom.

'''University of Piraeus'''

The University of Piraeus through its Network Center supports a number of WWW course tools, available only for potential students. In order to enter the specific web tutorial page the student has to create a personal account. It is an asynchronous distance learning environment. These specific web courses refer to various issues such as cardiological events and tooth hygiene.
The Computer Centre of the University of Piraeus aims at facilitating the educational, administrative and research work of the University. Students of all departments are having Computer Science courses and practice in four fully equipped laboratories at the Computer Center with 85 workstations. In addition, the Computer Center supports the research work of the University by providing every possible assistance in both the uses of computer applications and equipment.
In almost every administrative function of the University there have been applied modern methods of organisation using computer systems. More specifically, many applications have been developed covering the needs in student’s records, in the main University library and in the other Administrative Departments (Accounting, Finance, Personnel etc).
It should be specially mentioned that modern office automation computer systems and desktop publishing applications are extensively used by the academic and administrative staff thus providing high level services.
Most of the research projects are supported by the University Central Computer system (DEC 5810 Risk) in which there have been installed many Relational Data Base Management Systems, programs for economics and statistical analysis, expert systems, computer language compilers etc.
This main system is connected through the Ethernet Network with Unix Workstations over 200 PC’s used in education, 50 Apple Macintosh systems for office automatic projects and other special devices such aw plotters, scanners etc.
The Computer Center also provides communication facilities with other Universities, Institutions and Research Centers all over Greece and abroad, mainly through its Internet Server System DEC Alpha 1000.
The Network Management Centre (NMC) of the University of Piraeus is located in its central building and is responsible for:
* The management of the data and voice network
* The design, implementation and evolution of the University network System and user support
* The provision of teleconference services
* The provision of internet and web (www) services
* The provision of dial-up access services
The University continually invests on improving its network structure using up to – date technologies and on developing telematic applications for teaching and research purposes.

'''University of Ioannina'''

The University of Ioannina provides a Computer and Media Centre that organises all computer services for teaching and research operations and administers the campus-wide network, which includes access to global computer networks. More than one hundred personal computers are directly accessible to students. Regularly offered information courses and a number of supervisors provide all necessary assistance for users. There are also facilities provided by the Media & Documentation Centre that include a variety of production capacities as well as archive materials in the field of audio-visual media. Among these is a fully equipped broadcasting studio, equipment for electronic editing, and video producing, and a photo lab. Besides lecturers, students do have access to all facilities if they work on supervised projects.
In the University of Ioannina there is also a Open and Distance Learning Centre: as regional office of the German Open University, the Centre gives support to students who are enrolled at the Open University by supervising their studies and preparing for exams. A stock of self-learning material (print and audio-visual media) is available to both Open University and University of Lueneburg students.

'''University of Thessaly'''

The University of Thessaly Network Management Centre, in cooperation with GUNET, offers the following pilot services: videoconference and tele-education over IP, videoconference, Video on Demand, concerning the live transmission of TV programs and local radio station program through Internet. The Network Centre of the University has already set up a fully-equipped videoconference room in Trikala, for the Department of Physical Training Science. The video teleconference room has already been successfully used for synchronous distance education sessions in physical training science issues for the students and for similar post- graduate courses attendance.

'''Information Technology Laboratory'''

Information technology education is a necessity of modern times. The introduction of IT in education is based on two paradigms:
• IT as an autonomous knowledge-base that needs to be introduced in the curriculum.
• IT as an interdisciplinary research and learning tool.

The availability of instant access to IT allows both teachers and students to familiarize themselves with technology and supports educational needs of the department (demonstration, group work, communication, information database access …).

'''Network Operation Centre'''

The aim of this Centre is the creation and maintenance of network of support of unified services that interlink all the buildings of University Thessaly, in all the cities of Thessaly in which the University allocates installations, as well as the offer of high quality of services of telephony, transport of data, and picture.
More concretely the work aims in the concretisation:
* Structured wiring in all the buildings of University Thessaly, that aims at as the easy connection of any user or with the network of data via computer or with the network of telephony.
* System of transport of data of high output, on the connection of all computers of Papenjsti'mjo Thessaly via long distance and urban engaged lines and regional networks of last technology (FDDi, ATM, Ethernet).
* Internal telecommunications network for the support of advanced services of digital telephony and multimedias make where it allows the complete and reliable cover of corresponding needs of means of Academic community.
* Points of access (Access Point) in the network of Academic institutions (GUNet) Public network ISDN and but national and international networks of communication as well as with the Internet.
* Management and extension of Network according to the needs of Academic community.
* Benefit of Services of information via the international networks of information and with use PC (WWW USENET News, Ftp, Search Engines etc).
* Aid and education of users of University Thessaly for the effective use of Network.

The network of support of unified Services provides in all the members of Academic community the possibility of most rapid connection with the Internet and access in world scale sources of information. It offers the possibility rapid and qualitative communication between the installations of University Thessaly. It allows the import of new technologies in the education (multimedias, education by distance) research and administration. It upgrades the Programs of Study and strengthens the collaboration with other Academic institutions of country and abroad. It contributes in the interconnection of University with local productive and administrative institutions.

'''University of the Aegean'''

The University of the Aegean has been the first Greek University to fully utilise Information and Communication Technologies (ICT)into its everyday activities, and thus implementing the Information Society in Hellenic higher education. The University of Aegean has achieved to connect through the Aegean-net all university units in different islands on the Aegean Sea, the islands of Lesvos, Chios, Samos, Rhodes. The Aegean-net project offers the proper infrastructure and know-how to these remote geographically locations and aims to use for research/educational purposes.

'''The Pedagogical Institute (P.I.)'''

The Pedagogical Institute operates a Distance Learning Centre which provides distance training to educators of Primary and Secondary Education who access the P.I. server either from their schools or home. The relevant services offered spin around the following axes:
* Self-education: access to (search & retrieve) training material and information on a wide range of subjects that may be of interest to educators, pupils and parents.
* Co-operative learning: on-line participation in various discussion groups and joint projects.
* Virtual classrooms: interactive, real-time classroom sessions using dedicated ISDN connections.

'''Greek Schools Network'''

The Greek Schools' Network is the educational intranet of the Ministry of Education and Religious Affairs (www.ypepth.gr), which interlinks all schools and provides basic and advanced telematic services. Thus, it contributes to the creation of a new generation of educational communities, which takes advantage of the new Informatics' and Communication Technologies in the educational procedure.
The implementation of the Greek Schools' Network is funded by the Framework Programme for the Information Society , in close cooperation between the Ministry of Education as well as 12 Research Centers and Highest Education Institutes, specialized in network and Internet technologies.
Educational Exploitation of the Greek Schools Network
The current design and implementation of the Greek Schools Network focuses in providing useful services to all members of the basic and middle education community, fulfilling among others the following goals:
* Access to telecommunication and informatics services
* Access to digitized educational material
* Distance learning, e-learning
* Encourage collaboration
* Information and opinion exchange
* Conduct of thematic discussions, seminars, lectures, etc.
* Access to digital library services
* Communication and Cooperation of all educational degrees
* Communication with European educa-tional networks
* Facilitate complimentary educational programs
* Provide education to individuals with special needs or disabilities
* Inform, educate, entertain

== Lessons learnt ==

== References ==

* [http://www.gnto.gr/pages.php?pageID=14&langID=2 Hellenic Republic - Ministry of Tourism - Greek National Tourism Organisation – General Information ]
* [http://europa.eu/abc/european_countries/eu_members/greece/index_en.htm Europe – Gateway to the European Union]
* [http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=REF_TB_population&root=REF_TB_population/t_popula/t_pop/t_demo_gen/tps00001 Eurostat - Data on Population]
* [http://www.parlalex.it/documentazione/gre.rtf Greek Constitution]
* [http://promitheas.iacm.forth.gr/i-curriculum/Assets/Docs/NatReports/Greek%20Report.pdf
Greek Educational System – The implementation of ICT in the Greek Curriculum in Compulsory Education – IACM/FORTH, November 2003]
* [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/0_integral/EL_EN.pdf
Eurybase – The Educational System in Greece, 2005-2006, Eurydice, Directorate-General for Education and Culture]
* [http://www.cepes.ro/publications/pdf/Greece.pdf Kyriazis, Asderaki, Higher Education in Greece, UNESCO, 2008]
* [http://www.stat-athens.aueb.gr/~jpan/oecd-background-report.html Educational Policy Review – Background Report to OECD on education]
* [http://www.ypepth.gr/docs/site_apologismos_pepr.pdf Our Actions on Education, 2004-2007 (in Greek)]
* [http://www.infosoc.gr/infosoc/en-uk The official Greek portal for I.S.]
* [www.epractice.eu/resource/2037 Greece Information]
* Eurybase (The Information Database on Education Systems in Europe – The Educational System in Greece, 2005-2006, Directorate-General for Education and Culture
* Kontogiannopoulou-Polydorides, G. Mylonas, Th. Solomon, J., & Vergidis, D. (1994). “Greece: System of education.” In T.N. Postlethwaite International Encyclopedia of Education. Oxford: Pergamon.
* Koustourakis, G. (2006). An attempt formation of the framework for the organization and functioning of the Hellenic Open University: A sociological approach. [In Greek]. In A. Lionarakis (Ed). Open and Distance Education: Elements of theory and praxis (pp. 42-77). Athens: Propobos.
* Koustourakis, G., Panagiotakopoulos, C., & Vergidis, D. 2008. A Contribution to the Hellenic Open University: Evaluation of the pedagogical practices and the use of ICT on distance education. The International Review of Research in Open and Distance Learning [Online] 9:2. Available: http://www.irrodl.org/index.php/irrodl/article/view/424]
* Soutas, Andreopoulou, Ipsilandis “[http://www.onlined.org/papers/000185.pdf Distance Learning in Higher Education and Perspectives in Greece]”
* Vergidis, D., & Panagiotakopoulos, C. 2002. Student Dropout at the Hellenic Open University: Evaluation of the Graduate Program, "Studies in Education". [http://www.irrodl.org/index.php/irrodl/article/view/101/563
The International Review of Research in Open and Distance Learning]

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> [[Countries]]

[[Category:Europe]]
[[Category:European Union]]

Greece

2009-04-08T12:17:53Z

Alessandro.Caforio: /* References */

== Partners situated in Country ==

-

== Country in a nutshell ==

[[Image:Greece_map.jpg|right]]
GREECE (Ελλάδα – Elláda) officially the Hellenic Republic, is a country in southeastern Europe, situated on the southern end of the Balkanic Peninsula and it includes more than 2000 islands situated in Ionian and Aegean Seas and it has a total surface area of 131,957 km2. Greece is a parliamentary republic and it’s considered as the cradle of the western culture and thought. Greece is a member of the European Union since 1981, of the Economic and Monetary Union of the European Union since 2001and also a member of NATO from 1952.

Athens is the capital of Greece and Thessaloniki, Patras, Heraklion, Volos, Ioannina, Larissa e Kavala are some of the most important cities of the country.

As of January 2008, the population of Greece is estimated at 11,262,000 by Eurostat : the 58,8% lives in the urban areas and only the 28,4% in rural areas.

The official language is the Modern Greek that is spoken by the 98.5% of population; moreover, there are some Slavic and Turkish minorities.

The widespread religion is the Orthodox Christian and the relationship between State and Church are regulated by the Third Article of the Greek Constitution.

Greece is divided in 13 perifereies (περιφέρειες) – Attica, Central Greece, Central Macedonia, Crete, East Macedonia e Thrace, Epirus, Ionian Island, North Aegean, Peloponnese, South Aegean, Thessaly, West Greece, West Macedonia – subdivided into a total of fifty-one prefectures called nomos.
Greece is a Parliamentary Republic thanks to the Referendum of the 8th December 1974.

The President of the Republic, who is considered the edge of the state, is elected by the Parliament for a five-years terms, only for two mandate.
The Greek Constitution, formed by 120 articles, foresee the separation of the three powers: executive, legislative and judiciary.
The executive power is exercised by the President of the Republic and by the Government. The President of the Republic is the commandant in chief of the armed forces and he presides over the Defense Council.
The civil authority of the armed forces is the Ministry of the national defence. The President of the Republic appoints the Prime Minister and the other Cabinet members.
Legislative power is exercised by a The legislative power is exercised by a 300-member elective unicameral Parliament (Vouli ton Ellinon) : elections are held every four years by universal suffrage through a complex proportional system, with barrage at 3%.
The judiciary power is independent from the executive and legislative and it comprehends three Supreme Court: the Court of Cassation (Άρειος Πάγος), the Council of State (Συμβούλιο της Επικρατείας) and the Curt of Auditors (Ελεγκτικό Συνέδριο).
Greece has a multiparty system, dominated by two principles political party: the liberal-conservative New Democracy (ND), actually in power, and the social-democratic Panhellenic Socialist Movement (PASOK).

== Country education policy ==

During the 19th century, have been implemented in Greece, many reforms in the education field, in relation to the structure of the system, the national curriculum and the language used for education. In 1975 the Constitution has established the new paradigm of education legislation that was introduced through the reform of the education system, one year later, in 1976. The reform in question has established a common language for education, has reformed the education division between primary, secondary and tertiary education and emphasized the modernization of curricula and the improvement of the administration and monitoring of education.
The second period of reforms of the education system began in the mid-nineties and the third period in early 21 century, between 2004 and 2006. This reform, introduced important changes, like the creation of the Foundation of International University of Greece, the reform of secondary vocational training, the introduction of a new law for the assessment of education and legislative actions in relation to lifelong learning area.

In the Greek Constitution, education is identified as a responsibility of the state. The majority of Greek citizens attend public schools, in fact, there are few private schools that are supervised by the Ministry of Education. The Minister has a centralized control on state schools, sets educational curricula, he manages the staff and monitors the funds.
At regional level the role of supervisor of the Minister is done through the Regional Councils for Primary and Secondary Education that operate in every prefecture. The tertiary institutions are almost totally autonomous, even if the Minister is responsible for funding. In accordance with Article 16 of the Greek constitution, education, both moral, intellectual, occupational and physical, is a basic mission for the state, with the aim of developing a national and religion conscience and provide adequate training to the future citizens.

The basic legislation is included in the following:

* Constitution 2001 (Article16).
* Law 682/1977: “About the private schools and boarding houses”.
* Law 1566/1985: “Structure and Operation of Primary and Secondary Education and other Stipulations”.
* Law 2817/2000: “Regional Directorates of Education”.
* Law 2916/2001: “Structure of Higher Education and settlement of issues in the Technological Sector”.
* Law 2986/2002: “Organisation of Regional Services of Primary and Secondary Education, assessment of teaching task and staff, teachers’ in service training and other stipulations”.
* Law 3027/2002: “Regulations concerning the Organisation of School Buildings for Higher Education and other stipulations”.
* Ministerial Decisions 21072α/Γ2/ Official Journal 303 v.B’/13-3-2003 and 21072β/Γ2/ Official Journal 304v.B’/13-3-2003, “Cross-Curricular Thematic Framework and Curricula of Primary and Secondary Education”.
* Law 3255/2004: “Regulations for Issues of all Educational Levels”.
* Law 3369/2005: “Systematisation of Lifelong Learningand other stipulations”.
* Law 3467/2005: “Selection of primary and secondary education teachers, regulations for Administration and Education issues and other stipulations”.
* Law 3475/2006: “Organization of secondary vocational education and other provisions”.
* Law 3549/2007: “Reform of the institutional framework concerning the structure and function of the higher education institutes”.

More recently legislation interventions made in the period 2000-2001 include :
# Improvements have been made to the 1997/98 reform, regarding the access system to Higher Education and the hiring of educators. In the case of the first one notes a less rigid textbook based assessment system which exhibits features of analysis, association, critical thinking etc. in this regard one can claim that attempts are made to reach congruency between the curriculum and its contents and the assessment for access to higher education system.
# Legislation regarding the fields of Special Education, decentralisation of education, training and evaluation of educators has been reformed (Law 2986/2002).
# Technological Education Institutes have been upgraded by being incorporated in Higher Education which now consists of two parallel sectors namely: the University and the Technological ones. (Law 2916/2001).

The specific changes introduced into the education system with the Greek Reform of 2007 include:
The establishment of Unified Upper Secondary School (Eniaio Lykeio) which is gradually replacing all other existing types of upper secondary school (lykeio);
The procedure for admission to higher education has been changed, with emphasis on the assessment of pupils in the second and third degree of lykeio;
The duration of kindergartens and primary schools has been stretched because it will gradually move to full-time;
Second Chance Schools have been created specifically for teens who have already completed 18 years and have not yet completed the compulsory school;
The design of a common curriculum for both primary and secondary education

A focal point of educational policy is the idea that education is a social resource and a right for every citizen. Based on laws passed by Parliament for each educational level, the State intends to render more democratic the whole process of education, decentralizing it, ensuring the participation of those who are directly involved in the process, raising the quality level provided and applying the principle of merit principle in the recruitment of specific staff . Compared to European data Greece isn’t investing many resources to fund educational projects: in fact, the percentage of GDP granted to education in 2005 was 3.98% . Also the other percentage rates are lower than the European average.

[[Image:Greece_GDP_Edu_exp.jpg|center]]

The current reform (Law 3549/2007: "Reform of the institutional framework concerning the structure and function of the higher education institutes") will be discussed extensively later, in paragraph “Higher Education Reform”.

== Country education system ==

[[Image:Greece_Edu_struct.jpg|right]]

Education system in Greece is subdivided in 4 levels:
* Pre-primary Education: nipiagogeio (preschool);
* Primary Education: dimotiko Scholeio (primary school);
* Secondary Education: gymnasio (Lower Secondary School), geniko lykeio (General upper Secondary School), epaggelmatiko lykeio – EPAL (Vocational Lyceum/ EPA.L), TEE (Technical Vocational Schools / TEE) and epaggelmatiki scoli – EPAS (Vcational Educational Training Schools / EPAS);
* Higher Eduation: Panepistimia/AEI (University), Technologika Ekpaideftika Idrymata / TEI (Technological Education Institutes) and the School of Fine Arts (ASKT) .

The education system in Greece ranges from 6 to 16 years old and normally include the primary school (demotiko) and secondary (Gymnasio).

=== Pre-primary Education ===
Law 1566/1985 determines all the details concerning the structure and organization of primary and secondary education. The same law provides that the pre-school education depends on the primary system and in this sense follows the regulations in place for Dimotiko Scholeio (primary school).
In particular, the pre-school education is provided by Nipiagogeia (Kindergartens) that operate independently or in specialized centres together with the state nursery school (children's centers). The frequency of nipiagogeio lasts 2 years and after the changes introduced in 2006, was made compulsory from 5 years of age. The issues concerning the organization of nipiagogeia are governed by decisions N° F27/148/G1/160/14-2-95 of the Minister of Education.
Since 1997 has been set up full time: Oloimero nipiagogeio (All-day kindergarten) was introduced by Law 2525/97. Finally, in relation to Article 73 of Law 3518/2006, the frequency at nipiagogeio begins from 4 years of age, becoming compulsory from 5 years onwards.
The nursery school (Παιδικός σταθμός, Paidikós Stathmós) starts at the age of two and a half years, in institutions both public and private. They are very popular, but attendance is not mandatory.

=== Primary education ===
Primary education is provided within the primary schools (scholeio), whether public or private. The primary schools are distributed all over the country, even in the remotest regions. Attendance is mandatory and there are no additional costs for school and for textbooks. The frequency in Dimotiko Scholeio lasts 6 years and includes levels 1, 2, 3, 4, 5 and 6. The access is possible after having completed 6 years of age.
Oloimero Scholeio (All-day School) operate in parallel to the ordinary primary school, with an extended timetable and an enriched curriculum.
The current primary and secondary school structure was established in 1985 with the Law 1566: this law has instituted new procedures for the designing of new curricula and textbooks. This framework has been modified and enriched with new laws and presidential decrees.
There are also Idiotika nipiagogeia (private kindergartens) and idiotika scholeia operating under the responsibility of the Ministry of Education and controlled by regional administrative bodies, just as in the case of public schools. They have the same organization and structure of state schools and qualifications equivalent to those issued in public.

=== Secondary education ===
Secondary education in Greece is divided into two levels: Compulsory Education and Higher Secondary Education.

'''Types of Institution'''
This subdivision describes the main types of educational institutions that are included in secondary education.
* Compulsory Secondary Education – Gymnasio
* Upper Secondary non-Compulsory Education - Geniko Lykeio
* Vocational Lyceum – EPAL (epaggelmatiko lykeio) | Vocational School – EPAS (epaggelmatiki scholi) | Technical Vocational Educational School - TEE (Technika Epangelmatika Ekpedeftiria) (secondary non-compulsory education)
* Post-Secondary non Tertiary Education – IEK (Institouta Epaggelmatikis Katartisis)

The compulsory secondary education is provided in Gymnasio, which lasts for 3 years: from 12 to 15 years of age.
The upper secondary education (not compulsory) is provided through two types of institutions: Geniko lykeio (General Lyceum / GL) and epaggelmatiko lykeio - EPAL (Vocational Lyceum). The frequency in both types of school lasts 3 years. There are also epaggelmatiki Scholar - EPAS (ΕΠΑΣ / SS), professional schools, the frequency of which lasts for 2 years.
With the Law 3475/2006 , it is determined that training is provided within the Vocational Lyceums (EPAL) and Vocational Schools (EPAS), which replaced the State Technical Vocational School (TEE), under the supervision of the Minister of Education and Religious Affairs. The change from the TEE to EPAL / EPAS was gradual and started in the academic year 2006-2007.
The duration of the course is 3 years and is divided into 3 levels of employment:
The first level includes 3 levels: I) Technology, II) Services, III) Naval;
The second includes Mechanical Engineering, Electrician, Electronics, Building Works, Information Science, Economics and Management, Health and Welfare, Agronomy, Food and the Environment.
The third level includes: General mechanical engineering, Car engineering, Electrical facilities, computer systems & networks electronic experts, Economics and Management employees, Tourist enterprises employees, assistant nurses, Medical & biological laboratories assistants, Pharmacy assistants, Food Technology & Control, Landscaping – Environment & Agro-tourism, Modern Business Agriculture, Merchant Marine Masters, Merchant Marine Engineers.

In addition, there are particular gymnasia and lykeia : religious, minorities, inter-cultural, music experimental and some special classes for pupils who need special education, called Secondary Special Needs Education Schools and Inclusion Classes (ΣΜΕΑ/SMEA). Other alternative secondary education are the School of Fine Arts, Sports Facilities Classes and Second Chance Schools. In state schools the attendance is free and textbooks are distributed free of charge by the state.
The post-secondary education (not university) includes Epaggelmatikis Instituta Katartisis-(IEK) - Vocational Training Institutes - which offer qualifications for employment and diplomas that certify the training received. In fact, this type of institutions provides a formal professional education with the possibility to receive a Certificate or a Diploma of Vocational Training, equivalent to that of professional schools (Vocational Lyceums - EPAL). This license allows entry into the working world in both the public and the private sector. These schools accept students both from Gymnasio and Lykeio. The Vocational Training Diploma of the Organization for Vocational Education and Training (OEEK) is now recognized as a formal qualification to apply for jobs, even in the public sector (Presidential Decree 50/2001, Government Gazette 39/A/5-3-2001 on Determination of appointment qualifications in posts of public sector bodies).

=== Private Education ===
In Greece there are secondary private institutions such as Gymnasia, Lykeia and TEE, but recently with Articles 9, 13 and 14 of Law 3475/2006 (Government Gazette 146/issue A/2006), were included also private Vocational Lykeia (EPAL) and Vocational Schools (EPAS): private EPAL and EPAS are organized and follow the same schedule of classes in public schools.
Furthermore, as established by Law 3475/2006, there are also private Gymnasia and Lykeia, that provide education for foreigners living in Greece, as established by the Act governing foreign schools. These schools may use a foreign education program, a Greek educational program or a mixed program, both foreign and Greek.
In addition, there are private Vocational Training Institutes (IEK), which are coordinated by the Organization for Vocational Education and Training (OEEK).

== Higher education ==

Higher education in Greece comprises two parallel sectors (Law 3549/2007, Article 2), university and technology. The university sector, including Universities (Ανώτατα Εκπαιδευτικά Ιδρύματα, Anótata Ekpaideytiká Idrýmata, "ΑΕΙ"), Polytechnics and Higher School of Fine Arts (ΑΣΚΤ / ASKT). The technology sector, includes Higher Technological Education Institutes (TEI) and School of Pedagogical and Technological Education.
The universities are fully self-administered legal entities of public law that are financed and supervised by the Ministry of National Education and Religious Affairs, in accordance with Article 16 of the Constitution.
Entry to these institutions depends on the performance of the examinations that are performed in the 3rd grade of secondary school.

=== Typologies of Greek higher education institutions ===

[[Image:Greece_HEdu_typology.jpg|left]]

The '''higher education sector''', including the AEI Universities, Polytechnics, the Higher School of Fine Arts (ΑΣΚΤ / ASKT) and the Hellenic Open University (EAP). The '''university sector''' of the secondary education includes Universities (A.E.I.), Polytechnics, Higher School of Fine Arts (ΑΣΚΤ/ASKT) and the Hellenic Open University (EAP).
These educational institutions are funded and under the control of the state: the supervision is exercised by the Minister of Education. In Greece there are 23 universities, including the Polytechnics, the Academy of Fine Arts and the Hellenic Open University (ΕΑΠ / EAP). A particular type of educational institution is the International University of Greece (ΔΙ.ΠΑ.Ε / DIPA), operating in Thessaloniki and it is an independent secondary education institution and completely self-administrated. This University is a legal entity of public law and its mission is to provide higher education to foreigners interested in studying in Greece. To carry out this mission, the International University organizes and promotes graduate and post-graduate programs of study, using distance teaching and learning. The courses last for approximately 4 years, with the exception of certain faculties where the course lasts even 5 or 6 years. The academic year consists of two semesters, with 13 weeks of lessons and three weeks of examinations. Students complete their course of study after 4 years if they pass the examination of both the compulsory and the optional subjects. At the end of the studies they obtain a Diploma or Degree in relation to the Faculty concerned. The Universities issue certificates in the following fields:

* Humanities, law and social sciences
* Sciences
* Health Sciences
* Technological Sciences
* Economic and Management Sciences.

The '''technology sector''' includes Technological Education Institutes (TEI) and Higher School for Teachers of Technological Education (ΑΣΠΑΙΤΕ / ASPA). In this area there is also the Higher Military Education Institute.
The Technological Education Institutes (TEI) are under the supervision of the Ministry of National Education and Religious Affairs (ΥΠΕΠΘ / YPEPTH).
There currently are 15 TEI and a School for the technology and pedagogy education, in the whole country, and 95 specializations offered by TEI in the following fields:
* Graphic arts and artistic studies
* Administration and economics
* Health and welfare occupations
* Technological applications
* Food and nutrition technology
* Agronomy technology
* Music technology.

The studies last for 4 years with a total of eight semesters, which include both periods of lesson and a final semester devoted to the preparation of the thesis. During this final period, students can begin to practice their profession through a training period that will then be evaluated. After the completion of studies, students will receive a Degree.

==== Secondary non-tertiary education ====
The higher non-university education includes the Higher Ecclesiastical Schools, Higher
Schools of Dance and Drama, Higher Schools of Tourist Professions, Higher NCO Schools and Higher and Police Academies. According to the constitution, vocational training and any other special training is provided by the State in institutions o the higher education level. The duration of studies in these schools can not exceed 3 years.
The main types are: the Higher Ecclesiastical Schools, under the supervision of the Ministry of Education and Religious Affairs that will be converted to University Ecclesiastical Academies through the Law 3432/2006 and will operate as tertiary education institutions. The Higher Schools of Dance and Drama, under the supervision of the Ministry of Culture, the Higher Schools of Tourist Professions under the supervision of the Ministry of Tourist Development, Higher Schools for Petty-Officers who are managed by the Ministry of Defense and the Higher Police Academy, supervised by the Ministry of Public Order.

==== Postgraduate Studies ====
The organization of postgraduate studies is governed by '''Law 2083/92''':
universities have full responsibility for the organization and payment of post-graduate courses. All TEI may participate, in the form of consortia with Greek or foreign universities, organizing courses. With the Law 3374/2005 the TEI that have passed the assessment of the prerequisites, have the ability to provide post-graduate courses. There are different degrees of postgraduate courses: the Master and PhD.
The programs of post-graduated studies are appointed by the General Assembly of Special Composition of the department and are approved by the Academic Senate.
In the proposal, the following are mentioned: the field of study and the objectives of the programme, the type of the awarded postgraduate titles, the categories of the admitted graduates, the duration of the program, the courses, the teaching, the research or any other activities of the postgraduate students, the number of postgraduate students, the prospects and the needs of the relevant university in staff and infrastructure, the operational cost and the financial resources. The Minister of Education gives the final approval of the postgraduate study programmes, issuing a decision published in the Official Journal. For the organization and the operation of a postgraduate study programme the competent bodies are the following: the Senate of a Special Composition, the Committee for Postgraduate Study Programmes which operates at HEI level, the General Assembly of a Special Composition, the Coordinative Committee of the postgraduate study programmes and the Director of Postgraduate Studies .
Doctoral programs last a minimum of 3 years, as determined by law. Some programs are structured while others are based on pure research. There was an increase in PhD programs due to the interdisciplinary nature of the topics related to research. In fact, both programs include teaching courses with research activities. Doctoral programs may include activities such as discussions, presentations, workshops, attending seminars or publications. The Law gives students the opportunity to create a doctoral program but only for those faculty that do not already have a post-graduate studies program .
At the end of the study period there is a written thesis that is discussed publicly in front of a committee of seven academic professors.

=== Universities in Country ===

The University of Athens is the most ancient University of the oriental Mediterranean.
The other main Universities are:
* Agricultural University of Athens
* Aristotle University of Thessaloniki (mirror)
* Athens School of Fine Arts
* Athens University of Economics and Business (AUEB)
* Democritus University of Thrace (campuses: Komotini, Xanthi, Alexandroupoli, Orestiada)
* Harokopion University of Athens
* Hellenic Open University
* International Hellenic University
* Ionian University
* National and Kapodistrian University of Athens
* National Technical University of Athens
* Panteion University of Social and Political Sciences
* Technical University of Crete (T.U.C)
* University of the Aegean (campuses: Mytilene, Chios, Karlovasi, Rhodes, Ermoupoli)
* University of Central Greece (campuses: Lamia, Livadeia)
* University of Crete (campuses: Heraklio, Rethymno)
* University of Ioannina (campuses: Ioannina, Agrinio)
* University of Macedonia (campuses: Thessaloniki, Edessa, Naoussa)
* University of Patras
* University of Peloponnese (campuses: Tripoli, Korinthos, Kalamata, Nafplio, Sparti)
* University of Piraeus
* University of Thessaly (campuses: Larissa, Volos, Karditsa, Trikala)
* University of Western Macedonia (campuses: Florina, Kozani)

[[Image:Greece_Uni.jpg|center]]

=== Technological Institutes of Higher Education in Country ===
* Alexander TEI of Thessaloniki (campuses: Sindos, Katerini, Kilkis, Nea Moudania)
* School of Pedagogical and Technological Education
* TEI of Athens
* TEI of Chalkida (campuses: Chalkida, Thiva)
* TEI of Crete (campuses: Heraklio, Chania, Rethymno, Agios Nikolaos, Ierapetra, Sitia)
* TEI of Epirus (campuses: Arta, Ioannina, Preveza, Igoumenitsa)
* TEI of Ionian Islands (campuses: Lefkada, Argostoli, Lixouri, Zakynthos)
* TEI of Kalamata (campuses: Kalamata, Sparti)
* TEI of Kavala (campuses: Kavala, Drama)
* TEI of Lamia (campuses: Lamia, Amfissa, Karpenisi)
* TEI of Larissa (campuses: Larissa, Karditsa, Trikala)
* TEI of Messolonghi (campuses: Messolonghi, Nafpaktos)
* TEI of Patras (campuses: Patra, Aigio, Pyrgos, Amaliada)
* TEI of Piraeus
* TEI of Serres
* TEI of Western Macedonia (campuses: Kozani, Florina, Kastoria, Grevena and Ptolemaida)

[[Image:Greece_Tei.jpg|center]]

== Higher education reform ==

Higher education reform
The existent Law 1268/82 governs the operation of tertiary education and was introduced by the Socialist Government (PASOK) in 1982. There were several changes made to this Law, in particular the 1404 Law of 1983 and the 2083 of 1992.
The main innovations brought about by Law 1268/82, which drastically changed the operation of universities, are the following:
* The old faculties were divided into departments, each of which corresponds to a university discipline area.
* The Chair system, which was the focus of the past organisation of universities, was replaced by the scientific sector (tomeas). The tomeas is responsible to a General Assembly in each Department.
* All policy decisions related to the various levels are taken by the appropriate General Assemblies which consist of all members of the teaching staff and a considerable number of undergraduate and some postgraduate students.
* Undergraduates have equal representation in the electoral bodies for the selection of the administrative heads of the University as the members of the academic staff.
* Members of the teaching staff form a single body with four levels: (i) lecturer, (ii) assistant professor, (iii) associate professor and (iv) professor. Only those belonging to the two upper ranks of the academic hierarchy are elected to permanent (tenured) positions. Appointments and promotion of all teaching staff is made by special electoral bodies, which meet together with the General Assemblies of the departments. New categories of auxiliary teacher, technical and administrative personnel has been created.
* Each university is administered by: (i) the Rector who is supported by two vice-Rectors, elected for a period of three years by an electoral college. The electoral college consists of all the faculty members, an equal number of undergraduate students and representatives of the technical staff, the administration staff, the graduate students, the teaching assistants and the foreign language teachers. Each of the latter groups has a representation which is 5% of the size of the faculty (total 25%), (ii) the Rectors’ Council, which consists of the Rector, the two vice-rectors, one representative of the students and one representative of the administrative personnel and (iii) the Senate consisting of the Rector and the vice-rectors, the deans of the university faculties, the heads of the autonomous departments, one representative of the teaching staff, one representative of undergraduate students from each department, one representative of administrative personnel and a number of representatives of the post-graduates students. All representatives are elected. The Senate is regarded as the top administrative agent of the University. Each faculty, comprising of relevant departments, is administered by: (a) the Dean, who is elected for three years by the General Assembly of the faculty, (b) a Council which comprises the dean, heads of the departments and one undergraduate student from each department and (c) the General Assembly of the faculty which consists of the General Assemblies of the departments.
Each department is administered by: (a) the head, who is elected for two years, (b) the Administrative Council which consists of the head, the directors of departmental sections and representatives of the students and of the technical or administrative personnel, and (c) the General Assembly of the department. The director of each sector, who is elected for one year, and the General Assembly of the sector are the administrative agents.
* A National Academy of Letters and Sciences (EAGE) and a National Council of Higher Education (S.A.P.) as already described, were established by the new law, as advisory bodies to the Government and as a co-ordinating supervisory agencies on teaching, research, undergraduate and postgraduate programmes, evaluation and appointment of academic personnel, creation of new universities or units in them, allocations of funds etc. However, the National Academy of Letters and Sciences has never functioned because of the negative reaction to it of the professorial body.
* The undergraduate studies were reorganised into "semester courses" and a basic structure for the promotion of graduate programmes was set up.

As stated above, Law 2083 in 1992, modified Law 1268 of 1982. The main modifications were the following:
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was reduced to 50% of the faculty.
# The election of the Vice-Rectors became a separate procedure from that of Rectors.
# A four-year plan for the creation and advertisement of teaching staff positions was established.
# The role of administrative bodies with a small number of members was strengthened.
# Members of the teaching staff were ranked according to the service they provide (full time or part-time employment).
# Two cycles of undergraduate studies were established. The first cycle has four semesters. Passing the examinations in all subjects taught during the first cycle is a prerequisite for the continuation of studies in the second cycle.
# Students who fail to complete their studies within the prescribed period of time, extended by two extra years, were not entitled to any kind of financial aid awarded by the state.
# Postgraduate studies and the functioning of research programmes was reorganised.
# Free distribution of academic textbooks was restricted only to students with low annual income.
# New academic institutions such as the Centre for the Greek Language, the Open University and the Committee for Evaluation of Higher Education were created.

The above measures have been further modified or abolished by Law 2188/94 (Minister of Education D.Fatouros) as follows (retaining the numbering above):
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was increased to 80% of the faculty.
# The election of the Vice-Rectors is not a separate procedure from that of Rectors.
# A one-year plan for the creation and advertisement of teaching staff positions was established.
Points 5, 6, 7 and 9 were deleted; 8, and 10 remained the same
Special regulations concerning "guest" students and the mobility of teaching staff and students were also introduced by the new law. This is an attempt to adjust the legal framework of Greek higher education to the context of European Union and to promote co-operation with other countries.
Finally, both the organisation and the functioning of the Technological Education Institutions (TEIs) is based on the Law 1404/1983, and Presidential and Ministerial decisions issued in connection with this Law. The TEIs are distinguished from the AEIs, in terms of their purpose, function (including their administration), staff qualifications and hierarchy, the length of programmes and the fact that they offer no postgraduate courses.
However, their organisation and operation is similar to those of the AEIs. TEIs are oriented towards the application of recent technological knowledge and practice, while AEIs are more science and research-based institutions. Thus, the TEIs have direct links with various productive enterprises where most of the students’ practical work is carried out.
TEIs are self-governing bodies enjoying academic freedom and freedom of teaching and
research. They are divided into schools and departments similar to those of AEIs. Each
TEI together with its schools and departments is administered by members elected by
the General Assemblies in which the teaching staff, an important number of students'
representatives and a number of support personnel representatives participate. The permanent teaching staff are grouped according to three scales: laboratory professors, assistant professors and professors. Possession of a doctorate is a necessary prerequisite for appointment to the rank of professor.
The new law for TEIs provides for the establishment of two Advisory Services at the MoE to offer TEIs advisory support. They are: (a) the Council for Technological Education (Symboulio Technologikis Ekpedefsis - STE), (b) the Institute for Technological Education (ITE). In addition there are Regional Technological Councils whose role is to facilitate the formation of links between TEIs and productive units for economic and any other support .
The legal basis for the organization of university, is the Article 16 of the Greek Constitution which declares that education is a fundamental mission for the State. In addition, it states that higher education can be provided exclusively by institutions which are legal and independent entities under the public law, and it forbids to private institutions to provide university courses. The current situation is changing: in the Greek Parliament there are extensive debates on the amendment of this article, that will enable private non-profit HEI, with some prerequisites for quality .
This new Law “The Reform of the Institutional Framework for the Structure and Operation of Higher Education Institutions” was submitted to the Plenary of the Greek Parliament and was approved on 8 March 2007.
This law regulates the structure of secondary education and is based on Law 1268/1982 that covers only the university sector. The technology sector has a different legislative framework (Law 1404/1983) and up to 2001 the TEI were not regarded as institutions of higher education. The new Law 3549/2007 specifies that the university education comprises two parallel sectors, university and technology, and refers to both types of institutions. This law wants to transfer more responsibility to the HEI, through the internal regulation. The status of the rector is valued: he can be elected by all students and staff and will have the power to exercise legal control and appoint the academic staff.

The most important innovations introduced by the new Law 3549/2007 obligate HEIs:
* to compile internal regulations in order to ensure their even operation and enhance their autonomy;
* to compile a four-year academic-development programme, where their mid-term and long-term goals will be defined and their strategy will be planned;
* to elect their leadership through immediate and collective participation of the academic community groups in the election procedure. The position of HEI Secretary has been introduced for the better management of administrative and financial matters;
* to redefine the concept of academic immunity (asylum);
* to enhance student support services and assign tutors to students;
* to adopt measures in support of students from weaker financial classes such as: compensative scholarships, interest-free educational loans as well as support provided to disabled students;
* to enhance their libraries;
* to establish social accountability and transparency procedures;
* to enhance the European and international dimension of Greek higher education.

Other issues, which should be defined by the internal regulations, are added in the new Law 3549/2007:
# the deontological rules for all the members of the academic community as well as the procedures and the control bodies established for their observance;
# the operation rules of the collective bodies and the obstacles to the participation in those bodies;
# the participation in research or other programmes;
# the operation of the student support services and the exercise of a tutor’s duties by teaching and research staff members;
# the general rules for operating libraries, study and reading rooms of an institution;
# the extent, procedures and requirements for awarding exchange scholarships to students;
# the procedures and requirements for ensuring the safeguarding of the institution and its property in the most efficient way;
# the proportion between obligatory and optional courses of the syllabus and the necessary requirements for students’ participation in all exams;
# the procedure for designing and revising the four-year academic and development program as well as the annual report;
# the specialization of the prerequisites and procedures for the election, advancement or permanent appointment of teaching and research staff members or research staff members;
# the way representatives of the teaching and research staff members or of research staff members from every section are appointed in the General Assembly of a department;
# the composition of the support secretariat for the Secretary of the institution, the qualifications, the selection procedures and the competencies of the Secretary of the institution;
# the way the electoral procedures are conducted for the emergence of the collective bodies of the institution; and
# the integration of the decision made by the qualified body of the HEI with regard to the designation of the HEI’s areas covered by academic asylum.

“''Our aim is to ensure that our HEIs have the necessary resources to continue to fulfill their full range of purposes. Those purposes include: preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base; and stimulating research and innovation.”''
[Ministers for Higher Education, London Communique, 18 May 2007]

=== The Bologna Process ===

Greece is a founding member of the Bologna Process (1999). Beginning with 2004, intensive efforts have been made in order to implement everything agreed within the framework of the Bologna Process. While in all the other European countries reforms were rapidly implemented, in Greece delays occurred. Today, 46 countries, including Greece, actively participate in the creation and establishment of the European Higher Education Area; Greece is a member of the Bologna Follow-Up Group and was a member of the Board during 2005-2006. Greece also takes part in the Stocktaking Group and in the External Dimension Group (2005-2007). As a member of the European Union, Greece participates, within the framework of the Lisbon Strategy, in the effort to “make Europe the most dynamic Knowledge Society worldwide” and can only go along with the decision of the heads of states and governments made in Barcelona in 2002, which sets the Bologna Process as the basis for cooperation in higher education.

The most important legislative reforms and developments relating to the Bologna Process since Bergen are the following:

'''''Quality Assurance, ECTS, Diploma Supplement'''''

Law 3374/2005 regulates quality assurance in higher education, the establishment of the European Credit Transfer and Accumulation System and the Diploma Supplement. The law establishes for the first time a national system of quality assurance in Greek higher education, which addresses both universities and TEIs. It also realizes the commitments undertaken by the Ministers of Education in Berlin (2003), complies with the European Standards and Guidelines suggested by ENQA and its partners (EUA, EURASHE, ESIB)
and adopted by the Ministers of Education in Bergen (2005), fully respects the autonomy of the institutions and ensures student participation. The above law determined the obligatory application of a credit system, fully compatible with the European Credit Transfer and Accumulation System (ECTS), for all undergraduate and postgraduate study programmes.
Moreover, Law 3404/2005 , which regulates operational and study issues, further contributed to the improvement of the quality of TEIs and established new permanent positions for the educational staff.

'''''Recognition of Degrees'''''

Law 3328/2005 for the establishment of a new Agency for Degree Recognition (DOATAP) was created in order to simplify the procedures for recognition of degrees and study periods. DOATAP is a member of the NARIC network.

'''''The European Dimension, Recognition of Joint Study Programmes and Mobility of Students and Staff'''''

Law 3404/20055, Article 23 on Joint Postgraduate Study Programmes and Joint Doctorates, gives universities the possibility to award double, multiple and joint degrees and allows the use of a language other than Greek in postgraduate study programmes. Thus, it enhances the cooperation between Greek and European HEIs, the mobility of students and academic staff and the European dimension of Higher Education. Moreover, Law 3549/2007 also stipulates the possibility to organize undergraduate study programmes in languages other than Greek.

'''''Lifelong Learning'''''

Within the National Strategic Development Plan (2007-2013), an intergraded lifelong learning policy has been planned because Greece has significantly fallen behind compared to the other European countries. Thus, with the cooperation of the Ministers of Education and Employment, the National System of Connecting Vocational Education and Training was established and the framework for the organization of lifelong learning was created with Law 3369/2005. This law was recently supplemented with Law 3577/2007 .
As far as higher education is concerned, Law 3369/2005 on Lifelong Learning enables the universities to establish and run lifelong learning institutes and have additional revenues, since they can charge fees for training courses. The substantial participation of HEIs in lifelong learning places universities at the centre of the social and financial life of the country and of the region where they are located. They provide citizens with new and often innovative and flexible opportunities for regular and distance-learning and, at the same time, they assume a key role for the adaptation of the workforce to the structural and
technological changes rapidly taking place in the professional fields today. Moreover, the Hellenic Open University, whose study programmes are mainly addressed to the working population, has been facing a rapid development as new programmes were added in all three cycles and new training programmes were created.

'''''The External Dimension of the Bologna Process'''''

Law 3391/2005 regulates the establishment of the International Hellenic University and aims at enhancing student mobility. Moreover, as a member of the External Dimension Group of the Bologna Process, Greece organized a Bologna Seminar on “Putting European Higher Education Area on the Map: Developing Strategies for Attractiveness”, which took place in Athens, on 24-26 June 2006. The participants were mainly higher education stakeholders from the countries participating in the Bologna Process, but also representatives of OECD non-European and Mediterranean countries, representatives of the European Commission, consultative members of the Bologna Process as well as
representatives of international and student organisations (ESIB and AEGEE). The Bologna Seminar meant another step forward in defining the external dimension of the Bologna Process, stressed the need to enhance and bring out the quality of the European Higher Education Area and the need for adopting a concrete strategy on the attractiveness of the European Higher Education Area, which will be the European answer to global challenges.

'''''Mobility through Cycles, Access and the Removal of Obstacles'''''

A series of legislations resulted in the upgrading of those institutions belonging to the non-university sector and, with the exception of the higher ecclesiastical academies, are under the main supervision of other ministries. Thus, these institutions will issue Bachelor’s degrees and their graduates will be able to continue studying in the two next cycles at universities.
─ Law 3432/2006 upgrades the status of the higher ecclesiastical academies supervised by the Ministry of National Education and their degrees become equivalent with those of the higher education institutions.
─ Law 3413/2005 allows higher military schools (supervised by the Ministry of Defense) to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities).
─ Law 3450/2006 upgrades the status of the merchant maritime academies (supervised by the Ministry of Mercantile Marine) which are currently able to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities). Moreover, Law 3475/200612 regulates, among others, the access of secondary vocational education students to the higher technological sector.

'''''Student Participation'''''

Full participation of students in the governance bodies of HEIs has been ensured. Moreover, student unions participate in the National Council of Education, while Law 3374/2005 on quality assurance has also ensured students’ participation in quality assurance procedures. In addition, the Minister of Education and Religious Affairs has
signed Law 3443/200613, which enacts local youth councils and their participation in local governance, so that young people can become active citizens.

== Administration and finance ==

The Ministry of Education and Religious Affairs (ΥΠΕΠΘ/YPEPTH) is responsible for the administration of all the schools in the country: an administration carried out through the Central and Regional Services and through councils of a consultative and scientific nature that have been created and function in the Ministry’s Central and Regional Services.
Higher Education Institutions (AEI), are self-administered legal entities under public law and the Minister exercises supervision and monitors the legality of their actions and decisions through the Ministry’s central services.

'''''National level'''''

The Minister of National Education and Religious Affairs has the main responsibility for the planning and implementation of the education policy. In his/her task is seconded by two Deputy - Ministers who have specific areas of responsibility.
Under the Minister of Education also come: the General Secretariat for Youth (ΓΓΝΓ/GGNG) whose task is to secure and promote the rights of young people; the General Secretariat for Adult Education (ΓΓΕΕ/GSAE) responsible for planning, co-ordinating and implementing policies on a national scale and with regard to Greek expatriates, actions related to Lifelong Learning and especially: basic adult education, general adult education and training, socio-cultural training and education, open distance learning, as well as training of trainers.
Lastly, under the Ministry of Education also falls the General Secretariat of Religious Affairs that supervises the application of the government policy in the field of religion.
The administrative structure of the Ministry of National Education and Religious Affairs
(ΥΠΕΠΘ/YPEPTH) includes a vertical structure of Departments, Directorates, General Directorates and Integrated Administrative Sectors.
There are six Integrated Administrative Sectors (University Education, Administration of Community Support Framework Programmes, Greeks Abroad and Inter-Cultural Education, Studies, Training and Innovation Issues, Technological Higher Education, Audiovisual Teaching Aids, Education TV, Libraries and Historical Archives) headed by Special Secretaries, appointed by a joint decision of the Prime-Minister and the Minister. The Heads of the General Directorates are Directors General that are selected from among the permanent administrative officials by a Special Service Council. They are responsible for planning activities, coordinating the operation of the Directorates and Administrative Sections under them, evaluating the policy pursued in their sphere of competence and drafting proposals to be sent to the political leadership of the Ministry of Education.

'''''Regional Level'''''

In the context of the education decentralisation policy, Administration is exercised at a Regional Level by the Regional Education Directorates while, at a prefectural level, by the Directorates and the Primary and Secondary Education Offices, Regional Service Councils and Education Committees.
For administering and monitoring the operation of Primary and Secondary Education Institutions there is the Regional Education Directorates which relate directly to the Minister of National Education and Religious Affairs. Each Regional Education Directorate consists of the following Departments: a. Administration, b. Scientific-Pedagogic Guidance of Primary Education and c. Scientific-Pedagogic Guidance of Secondary Education.

'''''Local Level'''''

At local level (municipality or community), there are Scholikes Epitropes (School Committees), Municipal or Community Legal Entities, that manage the funds allocated to cover operating expenses for one or more Primary and Secondary schools depending on the local needs as evaluated by the competent local authorities.
The School Committees are assigned to manage the budget for the operational costs of Primary and Secondary Schools and to support the administrative operation of school units.

'''''Funding'''''

The sources of funding of Greek university are the regular state budget and the Program of Public Investment, which has two levels, one national, financed with national funds, and the community one, which includes European funds (Operational Programme for Education and Initial Vocational Training – O.P. “EDUCATION”, 2000-2006).
This second type of funds include the modernization of university education and the creation of new infrastructures, studies and materials and funds for research.
The Minister of Economy and Finance, Minister of Education, Universities and TEI are the entities involved in the distribution of funds, both those of the state budget and those of the Program of Public Investment. Although it is an informal process, as a good practice, the Minister of Education along with the Rectors’ Conference and the Conference of the TEIs’ Presidents agree upon the total amount and the allocation of funds. Then, each individual HEI cooperates with the Ministry of National Education in order to define the annual amount based on the Unified System of Allocation Criteria of the regular state budget.
The budget allocated to education is increasing year after year, and a satisfactory rate is assigned to university education. In compliance with the OECD, in 2003 was dedicated to education university the 1,3% of GDP: according to Eurostat data, Greece is the European country to increase their funding for higher education, with a approximately 98% (EU average: 82.8%); on the contrary, the contributions that come from households and private funds are approximately 1% .
In fact, Greece is one of six states of the European Union that does not require charging for university education. The funds for universities and TEI come regularly from the national budget and are used primarily for operating expenses that include: the payment of teachers and research staff, students’ blackboards and textbooks and teaching materials. In relation to the budget of 2007, about 1.5 billions of euros have been allocated to universities, TEI and to the Academy of Athens, while 832,000 euros are for the Hellenic Quality Assurance Agency. The funds of the Public Investment Program is intended to infrastructure, studies and educational materials.

== Quality assurance ==

Until 2005 there was no system of quality assurance in university education, until it was enacted with the 3374 Law .
This law has established a quality assurance system for the entire university education, which includes both the technology sector and the university one. This law complies with the European standards and guidelines suggested by the European Association of Quality Assurance (ENQA) and its partners (EUA, EURASHE, ESIB / ESU), which were adopted first by the Ministry of Education in Bergen.
The Greek Quality Assurance System includes:
* internal assessment
* external review
* publication of results
* participation of students
* peer review

The university system evaluation is coordinated and supported nationally by an independent and specific authority for the assessment, called the Hellenic Quality Assurance Agency (HQAA) and supervised by the Ministry of Education.
The Hellenic Quality Assurance Agency (HQAA), established by Law 3374/2005, also has a consultancy role since it keeps the competent bodies of the state and the higher education institutions informed on current international developments and trends in the relevant issues.

This agency is based in Athens and is made up of 15 members appointed by the Minister of Education who remain in office for 4 years and can not fill this role for more than twice, whether consecutive or not, and are also allowed foreign experts. The President must be an academic with an internationally recognized authority and with a significant research activity, preferably with experience on qualitative issues and on the development of the education system. The other members are representatives of the academic staff of universities and technology institutes, students, researchers and social partners.
This agency ensures the transparency of the evaluation procedures and its mission is to support the organisation of the university education through the implementation of procedures: improving the quality of university education by informing the state and HEIs on international developments and trends, promoting research in the area.
In particular, some of the major responsibilities for HQAA are:
* The HQAA plans, coordinates and supports HEIs’ evaluation procedures;
* Employs guidelines and standards to specify and review the form of HEIs’ evaluation reports, as well as the evaluation criteria and indices;
* Compiles, keeps and revises the Register of independent Greek and international experts and specialists in the area of Quality Assurance;
* Collects information and maintains a database with data from the evaluation reports of all Greek HEIs;
* Performs studies and carries out research in order to develop the methodology, techniques and applications of quality assurance and keeps all competent bodies of the state and the Greek HEIs up-to-date;
* Maintains mutual cooperation with corresponding foreign organizations and represents Greece in international quality assurance networks;
* Publishes the evaluation results and the measures adopted for quality assurance and improvement of higher education.

The law divides the evaluation process into two levels: the internal and external evaluation.
The internal evaluation is the first step for the external assessment and is carried out by each academic unit (that is the subject of the evaluation) and consist of the systematic assessment and recording of instruction, research or other activities in relation to the objectives and mission of the HEI . To take part in this internal evaluation, which lasts two semesters, are research and teaching staff members, scientific and administrative staff member and student representatives.
The criteria and evaluation indices concern the quality of teaching and research activities, the quality of study programs and other services provided by HEI. These indices and criteria are standardized and specified under the guidelines of HQAA and depend on the field of studies of each academic unit.

The '''internal evaluation''' is being conducted under the responsibility of each academic unit in cooperation with the Quality Assurance Unit, a body found in every HEI to coordinate and support the assessment procedures.
An internal evaluation report contains cumulative information with quantitative data on students, teaching-research staff, educational and other scientific staff, administrative staff, infrastructure, student welfare etc. The HEI’s Internal Evaluation Report is compiled every two years by the QAU and sent to the HQAA.
The external evaluation process is repeated every four years at the latest with the cooperation of HEIs and the HQAA. The external evaluation is carried out by the External Evaluation Committee (EEC), which consists of five members from the register of independent experts kept at the HQAA. One of the members of the EEC may be nominated by the academic unit under evaluation but the remaining members are elected by the HQAA. The participation of at least one foreign expert and one representative from a professional or other scientific union in the External Evaluation Committee is also desirable. The EEC takes into consideration the self-evaluation report and makes an in situ visit to the evaluated academic unit, which has to facilitate as much as possible the committee’s work with supplementary information, discussions and contacts with the members of the academic unit. The EEC compiles the draft external evaluation report with the secretarial and administrative support of the HQAA and this draft report is then notified to the academic unit under evaluation, which then has to submit its remarks within a fifteen-day time limit from the date of the notification of the draft.

The '''external evaluation''' is completed within four months with the External Evaluation Report which is submitted to the HQAA. After the evaluation processes have been completed the HQAA makes the External Evaluation Report public. The External Evaluation Report includes the independent experts’ analyses, findings, and recommendations for the measures that need to be taken in order to improve the quality of the task of the institution.
There is only one body with the task of the recognition of foreign degrees and periods of study: the National Academic Recognition and Information Center (Hellenic NARIC – DOATAP): it is responsible for the recognition of study titles issued by foreign higher education institutions, both universities and foreign technological institutions and for providing information on studying in Greek HEIs. The Hellenic NARIC is located in Athens and is supervised by the Ministry of National Education and Religious Affairs. The Hellenic NARIC also has a consultancy role on issues concerning the recognition of foreign degrees and is the responsible body for the elaboration of the Action Plan for Recognition submitted in the London Ministerial Conference .

== Country's HEIs in the information society ==

=== Towards the information society ===

Today one of the main priorities of Greek educational policy is continuous improvement, with respects to the integration of ICT, into the educational sector. Numerous actions have been implemented and are being further developed in relation to ICT integration; such actions are coordinated by the Ministry of Education and Religious Affairs in the framework of the Information Society Programme .
In the framework of this programme, the infrastructure (broadband connections across the country, networks, and computer equipment) is being further developed and maintained, digital content and services (educational software, educational portals, educational services, e-management) are being enriched and expanded and teacher training
continues to emphasise the exploitation of new technologies in educational practice.
Moreover, the following pilot Actions are being planned and implemented:
the distribution of laptops to students, the development of the “ideal school lab”, the development of virtual teacher training, virtual learning environments and virtual content management systems, on-line interactive educational TV.
At the same time, the Hellenic Ministry of Education and Religious Affairs has launched a coordinate effort for the utilization of ICTs and their incorporation into the everyday educational procedure. This effort is implemented in the fields of the third Community Support Framework mainly from the Operational Program of Information Society, (OPIS) under the direct supervision of the General Secretary of the Hellenic Ministry of Education and with the support of the Hellenic Ministry of Education Information Society office and the "Strategy for ICTs in Education" Committee.
It is constructed onto four lines of action:
* Installation and support of network and computational equipment.
* Development of software and digital content for educational and administrative purposes (educational software, information systems, Internet content e.t.c.).
* Training of the educational community on ICTs, targeting to the utilization of the above areas.
* Modernization of administration areas.

The aims of this Strategy are:
* The incorporation of ICTs in the teaching process.
* The support of the Informatics lesson taught in high school, senior high school and technical school.
* The support of every cognitive area through the use of ICTs.
* The elimination of digital illiteracy and variations on ICT skills.

=== Information society strategy ===

Since 2002, there are activities targeted to the elaboration of a systematic approach towards :
* Compliance with EC directives regarding e-Accessibility
* Initiatives related to e-Inclusion in the context of the Operational Programme "Information Society" of the 3rd Community Support Programme (Secretariat for the Information Society, Hellenic Ministry of Economy and Finance) in the domains of: Education and Culture, Health, Employment, Public Administration, Telecommunications.
The Digital Strategy 2006-2013 is addressed to the challenges of the 4th Community Support Programme and i2010:
* Infrastructures (broadband access, development of accessible one –stop shops, subsidies for ICT equipment for specific population groups)
* Education (incentives for the development of accessible educational content and distant learning)
* Health (Accessible regional e-health services, universally accessible health records and other related information)
* Public administration (accessible e-services for the regional government, digital content and information services, an important example is the International Call for Tenders conducted by the Greek Pedagogical Institute in 2006. It aims for the development of a digital library and its best practices in certification and implementation of educational software).
The digital strategy 2006 – 2013 replaces the “white paper” for the information society and strengthens the role of the existing Operational Program for the Information Society, by re-examining its goals. At the same time, the new digital strategy meets the challenges of the 4th Operational Period (2007-2013) and is compatible with the new European policy for the Information Society “i2010” and with the “Jobs and Growth” action plan, both of which were outlined in the first semester of 2005.

== Virtual Campuses in HE ==

=== Interesting Virtual Campus Initiatives ===

==== The Hellenic Open University ====
In 1992, while attempting to reform the institutional framework of higher education the establishment of the Hellenic Open University (Elliniko Anoichto Panepistimio - ΕΑΠ/EAP) was decided. HOU is the only HEI that providing distance education at all three levels (undergraduate, postgraduate and doctorate) as well as training courses. It was finally established in 1997 and began operating in 1998. Like all the other public universities in Greece, the Open University is a legal entity of public law, completely independent and autonomous . It was established by Law 2083/92 and it is seated in Patras but various activities such as consultative meetings and exams are organized in eight Greek cities (Athens, Thessaloniki, Patras, Heraklio, Ioannina, Xanthi, Piraeus and Larissa).
HOU’s overarching characteristics were defined and formed by the first administrative committee’s decisions (time period 1995 to1997) and was significantly informed by the British Open University model. This historical legacy significantly influenced the formation and operation of the institution .
The model of the tutor-counselor, as employed at the British Open University (Sewart, 1980), has also been adopted by the HOU. HOU’s planning and organization of its program offerings are based on explicit goals, clear guidelines, and detailed instructions to guide its students and its tutors. According to its instructional publications, HOU adopted Holmberg (1989) ideas on the central role distance learning materials play in students’ mastery of distance learning studies. HOU also faces internal and administrative challenges, some of which do not support or assist in developing its distance learning methods that can be easily delivered via ICT. The HOU, nonetheless, is welcomed and supported by most Greeks, primarily because it offers them a second choice and, sometimes, a chance at accessing the fruits of education. In the academic year 2006-2007, HOU served 15,026 undergraduate and 8,624 graduate students enrolled in six undergraduate and 24 graduate courses .

The mission of the Hellenic Open University (ΕΑΠ/EAP) is to provide distance undergraduate and postgraduate education and adult education, by developing and utilising appropriate educational materials and teaching methods. Among the goals of the HOU is to promote scientific research in a flexible and innovative way and to develop technology and methodology in the field of distance learning and also to offer University studies to those who cannot attend classes or laboratories for whatever reason.
The ΕΑΠ/EAP organises:
* Undergraduate study programmes leading to a degree.
* Postgraduate training programmes that lead to certification of training.
* Postgraduate training programmes that lead to a postgraduate specialisation degree or doctoral degree.

During the process of student selection, priority is given to applicants who are over twenty-three years of age, therefore, most of the students are employed and their average age is of 30-40 years old. Moreover, students with special needs are admitted to the Hellenic Open University and the available places for them amount to an additional three percent of the set number of places for undergraduate study programmes. For admission to an undergraduate programme a high school degree is necessary. The number of applicants is usually much greater than the number of offered places and this why candidates are selected by electronic lot in the presence of a district attorney for ensuring transparency.
HOU has introduced some innovations in the Greek higher education system. These are :
# Studying exclusively through distance learning.
# The application of a modular system and the replacement of courses by the flexible form of modular courses, which can be easily altered, according to the social and educational needs at the time.
# Introduction of a five-level educational system that covers all levels from post-secondary vocational training to doctorate level.
# Foundation of a University Laboratory for Educational Material and Methodology Research.
# Foundation of a University Evaluation Unit.
# The simplification of governance structures with the abolition of the Rectors’ Council and the establishment of a flexible Senate.
# The introduction of HOU’s basic functional unit, the Course Modules that cover a specific study field at undergraduate or postgraduate level. Each course module is equivalent to three semesters in a Greek university.
HOU consists of four schools: the School of Humanities, the School of Social Science, the School of Science and Technology and the School of Applied Arts. These schools award Bachelor, Master and PhD degrees and certificates of training or of attendance. The average time for studies is six or seven years for the undergraduate studies and four years for the postgraduate studies. HOU is a rapidly developing higher education institution. Only two study programmes in 1998 compare to the thirty-one that operate today (2006-2007).

At the same time, there is a rapid yearly increase in the number of students, and the number of applicants exceeds the offered places of study.

[[Image:Greece_HOI.jpg|center]]

===== Teaching Method =====
The objectives of the Hellenic Open University (ΕΑΠ/EAP) are achieved through the use of methods of teaching and learning from a distance. These methods are based on high quality educational material which must be appropriately developed in terms of both form and content in such a way as to guarantee high quality self-education and frequent assessment of students. This material is traditional (books, notes, evaluation forms), audio-visual (sound tapes, videotapes, optic discs) and in any other electronic form (multimedia and Internet).
Most educational materials used by HOU are original, that is they are created by a team of experts. This team, for example, determined responsibilities and frames within which each team member operated. Members included: a writer, who wrote the material following particular specifications demanded by form and content; an academic responsible for each program; a reader, who ‘fact checked’ the study texts for scientific quality; and, finally, a DE expert who ensured that all texts complied with the pedagogical principles needed to support effective DE delivery. Construction of distance pedagogical scientific knowledge, within the creation of original educational material produced by HOU, reflects: a) strong classification of material based on strict specifications and the involvement of special scientists in the scientific area that ensure the scientific validity and reliability of HOU’s learning materials, b) strong framing because the relationship and terms of collaboration are pre-determined and everyone works on specific, known, and irrefutable rules. In certain cases were the writers were unable to adapt their work to the specifications required, projects were cancelled .
The pedagogical practices, as formulated in the HOU, with the criterions of the ‘power of framing’ and ‘PECS’ are now examined :
# In the HOU, educational material packages consist of: books, cassettes, videos, CD-Rom, and educational software supported through the use of ICT (Act 1/7-11-1995). The creation of an electronic bank of educational material (i.e., learning objects) is currently under consideration (Act 18/11-12-1996).
# Modules are accompanied by detailed timetables of study and students deliverables in the form of written work and tests (HOU, 2002). Thus, the following are determined:
#* Lock-step sequencing of DE contents provides students a timeline for learning and knowledge acquisition. Students are also given instructions on the applicability of additional learning materials available to them to help them master the subject material on a deeper level (i.e., additional texts, books, and audiovisual materials that are not part of the course per say, but are nonetheless helpful).
#* HOU students learn in a paced environment. HOU’s academic year is divided to 32 weeks, beginning the first week of October. Students are made aware of the time they need to spend to study of each chapter (e.g., one or two weeks) and of deadlines and timelines they must meet in handing in their written work and assignments.
# By regulating all facets of students’ studies, evaluative criteria are determined. That is, the questions concerning the rights and obligations of teachers and students in sub-areas such as ‘communication’ are defined. For example, teachers must be available for student consultations during specific times; moreover, all comments on all written assignments must be returned to students within 15 days of receipt. In terms of quality assurance, HOU evaluates its teachers via a student questionnaire that asks pointed questions as to whether or not teachers failed, met, or exceeded students’ expectations on basic criteria such as timeliness, accessibility, and instructional efficacy.

HOU uses a comprehensive regulatory framework to support its students. As such, strong framing exists concerning ‘relationships’ cultivated inside the institution itself. Indeed, HOU is uses clearly defined hierarchical relations of power on two levels:
# First, HOU’s administrative committee decides the general policy of the institution. The chairman plays a central role in providing direction and guidance to the administrative committee. For example, A. Lykourgiotis, the first chairman of the administrative committee, when taking into consideration the opinions of committee, formally articulated HOU’s educative and organizational features (Koustourakis, 2006). This shows strong framing in the rule sequencing/ pacing and criteria and in the regulative rules between academic personnel, tutors, and HOU’s administrative committee.
# The second level concerns the operation of HOU’s various programs and modules. In this case, HOU’s program directors and module coordinators coordinate and supervise how established instructional policies will guide HOU’s various programs and study modules. Sub-committee teams comprised of instructional personnel (i.e., teachers and tutors) working on specific modules, participate in this process. At first glance, this appears to show relatively weak framing in terms of communication among the teachers/ tutors. The coordinator of each module, however, is typically a member of the HOU’s academic personnel, and their decision is central in that this person determines and directs daily the work flow of the overall team that must deal with HOU’s day-to-day procedural affairs, such as the formulation and/ or choice of subjects on offer, pedagogical approaches that should be best taken, and the development and administration of final written examinations.

The methodology used for EAΠ/EAP Undergraduate Programmes of Study is that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* laboratory practice of students at the laboratories of the EAP at Patras (wherever this is provided in the Curriculum);
* final and repeat examinations held for each thematic unit all over Hellas at the same time.

The undergraduate students can attend the programme of studies of their choice from wherever they live in any region of the country or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens, Thessaloniki, Herakleio, Ioannina, Xanthi, Piraeus and Larisa.
As regards the ΕΑΠ/EAP Postgraduate Programmes of Study leading to a Postgraduate Specialisation Diploma (ΜΔΕ/MDE) or to a Certificate of Postgraduate Study, the methodology used is also that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* final and repeat examinations.
The postgraduate students can attend the programme of studies of their choice from wherever they live in any region of Hellas or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens and Thessaloniki.

===== Courses offered =====
'''Degrees'''

* Studies in the Physical Sciences
* Information Science
* Administration of Businesses and Organisations
* Studies in Hellenic Culture
* Studies in European Culture
* Spanish Language and Culture

To complete the undergraduate programme and be awarded a degree, the student must successfully complete and be examined in at least twelve (12) Thematic Units. The student selects from one (1) to three (3) Thematic Units per year .

'''Postgraduate Specialisation Diplomas (ΜΔΕ/MDE)'''

* Administration of Tourist Enterprises
* Administration of Health Units
* Administration of Health Services of the National Health System
* Banking
* Administration of Cultural Units
* Environmental Planning of cities and buildings
* Environmental Planning of infrastructure works
* Quality Assurance
* Postgraduate Specialisation for English Language Teachers
* Postgraduate Specialisation for German Language Teachers
* Postgraduate Specialisation for French Language Teachers
* Studies in Education
* Adult Education
* Seismic engineering and anti-seismic structures
* Technical Works Management
* Postgraduate specialization in computer systems
* Studies in Orthodoxy
* Graphic arts – Multimedia
* Waste management
* Advanced studies in Physics
* Environmental degradation and protection
* Postgraduate specialization for Physical Sciences Teachers
* Postgraduate studies in Mathematics
* Business Administration (MBA)

For students to complete their postgraduate studies and receive their MDE, they must have completed and been successfully examined in four (4) thematic units. Another requirement is a thesis that reflects the content of one or two Thematic Units according to the programme. For students to complete their postgraduate studies and receive their Certificate of Postgraduate Study, they must complete and have been successfully examined in one (1) Thematic Unit (duration of studies at least one academic year).

Comparing the educational practices between HOU and conventional Greek universities, however, is like comparing apples to oranges. While traditional universities operate in a teacher-centered context, HOU students are placed at the epicenter of HOU’s educational process. HOU students must learn how to learn at a distance. Clearly, this demands more flexible practices on the part of HOU in terms of providing student support, from writing student-centered educational materials designed to meet the needs of adult learners learning at a distance, to the level and dynamics of online communication between students and tutors, to the support of student-centered learning, to the deployment of Group Advisory Meetings, and most importantly motivating students to cognitively process and synthesize and learn the course materials by themselves with only a tutor there as a “guide on the side” to help them succeed in their learning journey. In the last case, elements of interpretative epistemology enter the HOU, which is aimed at making the institution friendly and accessible to its students by supporting and encouraging their self-driven effort for education and training.
The majority of HOU’s students are busy adults juggling family and work responsibilities, while studying part time. HOU’s role of the tutor, which is based on the British Open University exemplar, currently shows weak framing in terms of students-tutor relationships. This is why the development and deployment of ICT is helpful for the success of HOU’s students. Such technologies not only help build working relationships between tutors and students, but also help students to help themselves to the panoply of online resources and educational materials that can help them learn at a distance. Unfortunately, HOU currently lags behind many other open and distance education institutions in the world, specifically in terms of incorporating and using ICT to support and aid students in their learning. The lack of suitable online educational (digital) materials, coupled with the reality that computer and Internet usage in Greece – primarily due to high cost of access – remains low, means that HOU faces significant challenges in terms of supporting students using ICT. The good news, however, is that this is slowly changing, as reflected in the high-level use of ICT by the HOU for administrative purposes.

=== Interesting Programmes ===

'''Aristotle University of Thessaloniki'''

Aristotle University in Thessaloniki is innovative since 1995 where takes place the first pilot applications for the exploitation of new technologies in education within the 1st EE funded project. Since 1997, there is an important effort to transform the bigger university in Greece in dual mode university that can provide a great part of graduate and postgraduate programs with both traditional methods and distance learning, with the creation of 6 virtual tele-classes and one tele-conference room. Academic community members can participate in distance learning activities, educational seminars and conferences with experts. A great number of teleconferences sessions took place within these last 8 years between Aristotle University and other academic units all over the world, where students and faculty from all participating universities had the opportunity to attend lectures, to participate in international conferences and to effectively train through seminars professionals such as teachers in all levels of education in new technology aspect.

'''University of Macedonia in Thessaloniki'''

The University of Macedonia, located in Thessaloniki, has a great laboratory with a significant experience and expertise in coordinating and participating in a large number of national and international research projects under FP5/IST, FP6/IST, Interreg. The laboratory has also provided consulting services for the European Commission as well a number of national organizations e.g. Ministry of Interior, Prefecture of Thessaloniki, Region of Central Macedonia etc. and it has collaborated with a large number of major academic institutions, research organizations, private enterprises and public authorities in Europe. There are many completed and running projects in this area, both Greek and European; for example, Innovative Enterprise Architecture Education and Training Based on Web 2.0 Technologies (EATrain2).
The aim of the EATrain2 is to identify the training and educational needs of employees in both public and private sector and of university students and to fulfil these using innovative pedagogies and practices based on Web 2.0 technologies and active, problem-based learning approaches. The main result of the project is expected to be: the empowering of Universities, VET organizations, students and employees through innovative training, teaching methods and practices based on Web 2.0 technologies. EA training and teaching material for students, public employees and private employees and an education and training platform based on Web 2.0 technologies.

'''The National & Kapodistrian University of Athens'''

The Asynchronous eLearning Platform is a complete Course Management System that supports Asynchronous eLearning Services via a simple web browser. Its goal is the incorporation and constructive use of the Internet and web technologies in the teaching and learning process. It supports the electronic management, storage and presentation of teaching materials, independently of the spatial and time limiting factors of conventional teaching and creating the necessary conditions for a dynamic teaching environment.
The introduction of eLearning into the traditional teaching process provides new capabilities and allows new means of interaction between students and teachers, through a contemporary technological peak environment.
The Open eClass platform, used by the University, is a complete Course Management System. It is the solution offered by the Greek Academic Network GUnet to support Asynchronous eLearning Services. It is mainly designed, developed and supported by the GUnet Asynchronous eLearning Group and is distributed for free as open-source software.
The incorporation of asynchronous eLearning services offers new possibilities in education, providing interaction and constant teacher-student communication. It is said, at the same time, that electronic organization, storing and presentation of educational material, regardless the limiting factors of place and time of typical teaching, is supported, forming the conditions of a dynamic educational setting. The Open eClass platform is designed with the goal to bring new actions that promote its corporate utility in the already existing educational patterns into effect.
The main user role is that of the teacher who can create practical and functional electronic courses easily and quickly, using the educational material provided (note, presentations, texts, pictures, etc). At the same time, students attain an alternative entry channel to the knowledge offered. Finally, the Open eClass platform supports all asynchronous eLearning services without boundaries and limitations, and the platform access is achieved via a simple web browser without any demand of specialized technical knowledge .
The adult education modules based on the Distance Learning model were designed in response to increased education requirements in various job environments. They spin around 5 thematic units in the field of finance and last from 5 to 9 months. Upon successful completion of the academic requirements, adult students receive a Certificate of Studies. In particular, the University awards Certificates of Training and Certificates of Specialisation, each reflecting specific programme choices by the students. Eligible candidates to the University’s adult education programme are University and T.E.I. graduates and secondary education graduates with previous experience. Candidates are selected on the following criteria: Grade Point Average of Degree or Graduation Diploma (Apolyterio) and priority with respect to application filed. Candidates are required to have access to a personal computer and the Internet. Fees vary with respect to the thematic unit selected .

'''Pandeion University for Social and Political Sciences'''

The Pandeion University for Social and Political Sciences in Athens in order to provide complete long life education and training for Social and Political sciences issues has proceeded in the production and development of various educational applications, such as distance learning, telematics and multimedia. These applications aim to educate and train the instructors that are necessary for the implementation of the multiple purpose training and seminar carriers all over the country.

'''Athens University of Economics and Business'''

The Tele-education Centre of the Athens University of Ecomomics and Business materializes an application for the development of distance learning environment through the Lab. of Business Information Technology. The pilot web courses in the asynchronous distance learning environment concern web courses for :Internet and E-commerce, Database for Business applications, Principles for the design and Implementation of Information systems and Business Information Systems, specifically created to support the needs of executives.
The Teleducation Center is fully operational, serving the current needs of the Institution. The scope of the Tele-education Center is:
* the supply of distance learning services to the University students, either by supporting the courses with additional distance learning material, or by giving the whole course with the use of the tele-education method;
* the continuous education and training of executives, working in Greek organizations, public or private, free lancers and unemployed;
* the export of distance learning services to other countries;
* the operation of the Tele-education Center as a link for gathering the national resources concerning the education technology development and the education service supply;

During the last few years, a real-time multimedia, distance learning classroom has been created. This specially designed classroom can function either independently as a multimedia classroom, equipped with audiovisual and digital devices, which assist and improve educational process or as a virtual, distance learning classroom. The classroom is equipped with state-of-the-art network and audiovisual devices, which allows for full duplex communication among this and other classrooms. The design and the equipment of the classroom enables high interaction among participants of a course delivered simultaneously in different classrooms, by simulating all operations taking place in a traditional classroom, thereby creating a virtual classroom.

'''University of Piraeus'''

The University of Piraeus through its Network Center supports a number of WWW course tools, available only for potential students. In order to enter the specific web tutorial page the student has to create a personal account. It is an asynchronous distance learning environment. These specific web courses refer to various issues such as cardiological events and tooth hygiene.
The Computer Centre of the University of Piraeus aims at facilitating the educational, administrative and research work of the University. Students of all departments are having Computer Science courses and practice in four fully equipped laboratories at the Computer Center with 85 workstations. In addition, the Computer Center supports the research work of the University by providing every possible assistance in both the uses of computer applications and equipment.
In almost every administrative function of the University there have been applied modern methods of organisation using computer systems. More specifically, many applications have been developed covering the needs in student’s records, in the main University library and in the other Administrative Departments (Accounting, Finance, Personnel etc).
It should be specially mentioned that modern office automation computer systems and desktop publishing applications are extensively used by the academic and administrative staff thus providing high level services.
Most of the research projects are supported by the University Central Computer system (DEC 5810 Risk) in which there have been installed many Relational Data Base Management Systems, programs for economics and statistical analysis, expert systems, computer language compilers etc.
This main system is connected through the Ethernet Network with Unix Workstations over 200 PC’s used in education, 50 Apple Macintosh systems for office automatic projects and other special devices such aw plotters, scanners etc.
The Computer Center also provides communication facilities with other Universities, Institutions and Research Centers all over Greece and abroad, mainly through its Internet Server System DEC Alpha 1000.
The Network Management Centre (NMC) of the University of Piraeus is located in its central building and is responsible for:
* The management of the data and voice network
* The design, implementation and evolution of the University network System and user support
* The provision of teleconference services
* The provision of internet and web (www) services
* The provision of dial-up access services
The University continually invests on improving its network structure using up to – date technologies and on developing telematic applications for teaching and research purposes.

'''University of Ioannina'''

The University of Ioannina provides a Computer and Media Centre that organises all computer services for teaching and research operations and administers the campus-wide network, which includes access to global computer networks. More than one hundred personal computers are directly accessible to students. Regularly offered information courses and a number of supervisors provide all necessary assistance for users. There are also facilities provided by the Media & Documentation Centre that include a variety of production capacities as well as archive materials in the field of audio-visual media. Among these is a fully equipped broadcasting studio, equipment for electronic editing, and video producing, and a photo lab. Besides lecturers, students do have access to all facilities if they work on supervised projects.
In the University of Ioannina there is also a Open and Distance Learning Centre: as regional office of the German Open University, the Centre gives support to students who are enrolled at the Open University by supervising their studies and preparing for exams. A stock of self-learning material (print and audio-visual media) is available to both Open University and University of Lueneburg students.

'''University of Thessaly'''

The University of Thessaly Network Management Centre, in cooperation with GUNET, offers the following pilot services: videoconference and tele-education over IP, videoconference, Video on Demand, concerning the live transmission of TV programs and local radio station program through Internet. The Network Centre of the University has already set up a fully-equipped videoconference room in Trikala, for the Department of Physical Training Science. The video teleconference room has already been successfully used for synchronous distance education sessions in physical training science issues for the students and for similar post- graduate courses attendance.

'''Information Technology Laboratory'''

Information technology education is a necessity of modern times. The introduction of IT in education is based on two paradigms:
• IT as an autonomous knowledge-base that needs to be introduced in the curriculum.
• IT as an interdisciplinary research and learning tool.

The availability of instant access to IT allows both teachers and students to familiarize themselves with technology and supports educational needs of the department (demonstration, group work, communication, information database access …).

'''Network Operation Centre'''

The aim of this Centre is the creation and maintenance of network of support of unified services that interlink all the buildings of University Thessaly, in all the cities of Thessaly in which the University allocates installations, as well as the offer of high quality of services of telephony, transport of data, and picture.
More concretely the work aims in the concretisation:
* Structured wiring in all the buildings of University Thessaly, that aims at as the easy connection of any user or with the network of data via computer or with the network of telephony.
* System of transport of data of high output, on the connection of all computers of Papenjsti'mjo Thessaly via long distance and urban engaged lines and regional networks of last technology (FDDi, ATM, Ethernet).
* Internal telecommunications network for the support of advanced services of digital telephony and multimedias make where it allows the complete and reliable cover of corresponding needs of means of Academic community.
* Points of access (Access Point) in the network of Academic institutions (GUNet) Public network ISDN and but national and international networks of communication as well as with the Internet.
* Management and extension of Network according to the needs of Academic community.
* Benefit of Services of information via the international networks of information and with use PC (WWW USENET News, Ftp, Search Engines etc).
* Aid and education of users of University Thessaly for the effective use of Network.

The network of support of unified Services provides in all the members of Academic community the possibility of most rapid connection with the Internet and access in world scale sources of information. It offers the possibility rapid and qualitative communication between the installations of University Thessaly. It allows the import of new technologies in the education (multimedias, education by distance) research and administration. It upgrades the Programs of Study and strengthens the collaboration with other Academic institutions of country and abroad. It contributes in the interconnection of University with local productive and administrative institutions.

'''University of the Aegean'''

The University of the Aegean has been the first Greek University to fully utilise Information and Communication Technologies (ICT)into its everyday activities, and thus implementing the Information Society in Hellenic higher education. The University of Aegean has achieved to connect through the Aegean-net all university units in different islands on the Aegean Sea, the islands of Lesvos, Chios, Samos, Rhodes. The Aegean-net project offers the proper infrastructure and know-how to these remote geographically locations and aims to use for research/educational purposes.

'''The Pedagogical Institute (P.I.)'''

The Pedagogical Institute operates a Distance Learning Centre which provides distance training to educators of Primary and Secondary Education who access the P.I. server either from their schools or home. The relevant services offered spin around the following axes:
* Self-education: access to (search & retrieve) training material and information on a wide range of subjects that may be of interest to educators, pupils and parents.
* Co-operative learning: on-line participation in various discussion groups and joint projects.
* Virtual classrooms: interactive, real-time classroom sessions using dedicated ISDN connections.

'''Greek Schools Network'''

The Greek Schools' Network is the educational intranet of the Ministry of Education and Religious Affairs (www.ypepth.gr), which interlinks all schools and provides basic and advanced telematic services. Thus, it contributes to the creation of a new generation of educational communities, which takes advantage of the new Informatics' and Communication Technologies in the educational procedure.
The implementation of the Greek Schools' Network is funded by the Framework Programme for the Information Society , in close cooperation between the Ministry of Education as well as 12 Research Centers and Highest Education Institutes, specialized in network and Internet technologies.
Educational Exploitation of the Greek Schools Network
The current design and implementation of the Greek Schools Network focuses in providing useful services to all members of the basic and middle education community, fulfilling among others the following goals:
* Access to telecommunication and informatics services
* Access to digitized educational material
* Distance learning, e-learning
* Encourage collaboration
* Information and opinion exchange
* Conduct of thematic discussions, seminars, lectures, etc.
* Access to digital library services
* Communication and Cooperation of all educational degrees
* Communication with European educa-tional networks
* Facilitate complimentary educational programs
* Provide education to individuals with special needs or disabilities
* Inform, educate, entertain

== Lessons learnt ==

== References ==

* [http://www.gnto.gr/pages.php?pageID=14&langID=2 Hellenic Republic - Ministry of Tourism - Greek National Tourism Organisation – General Information ]

* [http://europa.eu/abc/european_countries/eu_members/greece/index_en.htm Europe – Gateway to the European Union]

* [http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=REF_TB_population&root=REF_TB_population/t_popula/t_pop/t_demo_gen/tps00001 Eurostat - Data on Population]

* [http://www.parlalex.it/documentazione/gre.rtf Greek Constitution]

* [http://promitheas.iacm.forth.gr/i-curriculum/Assets/Docs/NatReports/Greek%20Report.pdf
Greek Educational System – The implementation of ICT in the Greek Curriculum in Compulsory Education – IACM/FORTH, November 2003]

* [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/0_integral/EL_EN.pdf
Eurybase – The Educational System in Greece, 2005-2006, Eurydice, Directorate-General for Education and Culture]

* [http://www.cepes.ro/publications/pdf/Greece.pdf Kyriazis, Asderaki, Higher Education in Greece, UNESCO, 2008]

* [http://www.stat-athens.aueb.gr/~jpan/oecd-background-report.html Educational Policy Review – Background Report to OECD on education]

* [http://www.ypepth.gr/docs/site_apologismos_pepr.pdf Our Actions on Education, 2004-2007 (in Greek)]

* [http://www.infosoc.gr/infosoc/en-uk The official Greek portal for I.S.]

* [www.epractice.eu/resource/2037 Greece Information]

* Eurybase (The Information Database on Education Systems in Europe – The Educational System in Greece, 2005-2006, Directorate-General for Education and Culture

* Kontogiannopoulou-Polydorides, G. Mylonas, Th. Solomon, J., & Vergidis, D. (1994). “Greece: System of education.” In T.N. Postlethwaite International Encyclopedia of Education. Oxford: Pergamon.

* Koustourakis, G. (2006). An attempt formation of the framework for the organization and functioning of the Hellenic Open University: A sociological approach. [In Greek]. In A. Lionarakis (Ed). Open and Distance Education: Elements of theory and praxis (pp. 42-77). Athens: Propobos.

* Koustourakis, G., Panagiotakopoulos, C., & Vergidis, D. 2008. A Contribution to the Hellenic Open University: Evaluation of the pedagogical practices and the use of ICT on distance education. The International Review of Research in Open and Distance Learning [Online] 9:2. Available: http://www.irrodl.org/index.php/irrodl/article/view/424]

* Soutas, Andreopoulou, Ipsilandis “[http://www.onlined.org/papers/000185.pdf Distance Learning in Higher Education and Perspectives in Greece]”

* Vergidis, D., & Panagiotakopoulos, C. 2002. Student Dropout at the Hellenic Open University: Evaluation of the Graduate Program, "Studies in Education". [http://www.irrodl.org/index.php/irrodl/article/view/101/563
The International Review of Research in Open and Distance Learning]

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> [[Countries]]

[[Category:Europe]]
[[Category:European Union]]

Greece

2009-04-08T12:17:14Z

Alessandro.Caforio: /* References */

== Partners situated in Country ==

-

== Country in a nutshell ==

[[Image:Greece_map.jpg|right]]
GREECE (Ελλάδα – Elláda) officially the Hellenic Republic, is a country in southeastern Europe, situated on the southern end of the Balkanic Peninsula and it includes more than 2000 islands situated in Ionian and Aegean Seas and it has a total surface area of 131,957 km2. Greece is a parliamentary republic and it’s considered as the cradle of the western culture and thought. Greece is a member of the European Union since 1981, of the Economic and Monetary Union of the European Union since 2001and also a member of NATO from 1952.

Athens is the capital of Greece and Thessaloniki, Patras, Heraklion, Volos, Ioannina, Larissa e Kavala are some of the most important cities of the country.

As of January 2008, the population of Greece is estimated at 11,262,000 by Eurostat : the 58,8% lives in the urban areas and only the 28,4% in rural areas.

The official language is the Modern Greek that is spoken by the 98.5% of population; moreover, there are some Slavic and Turkish minorities.

The widespread religion is the Orthodox Christian and the relationship between State and Church are regulated by the Third Article of the Greek Constitution.

Greece is divided in 13 perifereies (περιφέρειες) – Attica, Central Greece, Central Macedonia, Crete, East Macedonia e Thrace, Epirus, Ionian Island, North Aegean, Peloponnese, South Aegean, Thessaly, West Greece, West Macedonia – subdivided into a total of fifty-one prefectures called nomos.
Greece is a Parliamentary Republic thanks to the Referendum of the 8th December 1974.

The President of the Republic, who is considered the edge of the state, is elected by the Parliament for a five-years terms, only for two mandate.
The Greek Constitution, formed by 120 articles, foresee the separation of the three powers: executive, legislative and judiciary.
The executive power is exercised by the President of the Republic and by the Government. The President of the Republic is the commandant in chief of the armed forces and he presides over the Defense Council.
The civil authority of the armed forces is the Ministry of the national defence. The President of the Republic appoints the Prime Minister and the other Cabinet members.
Legislative power is exercised by a The legislative power is exercised by a 300-member elective unicameral Parliament (Vouli ton Ellinon) : elections are held every four years by universal suffrage through a complex proportional system, with barrage at 3%.
The judiciary power is independent from the executive and legislative and it comprehends three Supreme Court: the Court of Cassation (Άρειος Πάγος), the Council of State (Συμβούλιο της Επικρατείας) and the Curt of Auditors (Ελεγκτικό Συνέδριο).
Greece has a multiparty system, dominated by two principles political party: the liberal-conservative New Democracy (ND), actually in power, and the social-democratic Panhellenic Socialist Movement (PASOK).

== Country education policy ==

During the 19th century, have been implemented in Greece, many reforms in the education field, in relation to the structure of the system, the national curriculum and the language used for education. In 1975 the Constitution has established the new paradigm of education legislation that was introduced through the reform of the education system, one year later, in 1976. The reform in question has established a common language for education, has reformed the education division between primary, secondary and tertiary education and emphasized the modernization of curricula and the improvement of the administration and monitoring of education.
The second period of reforms of the education system began in the mid-nineties and the third period in early 21 century, between 2004 and 2006. This reform, introduced important changes, like the creation of the Foundation of International University of Greece, the reform of secondary vocational training, the introduction of a new law for the assessment of education and legislative actions in relation to lifelong learning area.

In the Greek Constitution, education is identified as a responsibility of the state. The majority of Greek citizens attend public schools, in fact, there are few private schools that are supervised by the Ministry of Education. The Minister has a centralized control on state schools, sets educational curricula, he manages the staff and monitors the funds.
At regional level the role of supervisor of the Minister is done through the Regional Councils for Primary and Secondary Education that operate in every prefecture. The tertiary institutions are almost totally autonomous, even if the Minister is responsible for funding. In accordance with Article 16 of the Greek constitution, education, both moral, intellectual, occupational and physical, is a basic mission for the state, with the aim of developing a national and religion conscience and provide adequate training to the future citizens.

The basic legislation is included in the following:

* Constitution 2001 (Article16).
* Law 682/1977: “About the private schools and boarding houses”.
* Law 1566/1985: “Structure and Operation of Primary and Secondary Education and other Stipulations”.
* Law 2817/2000: “Regional Directorates of Education”.
* Law 2916/2001: “Structure of Higher Education and settlement of issues in the Technological Sector”.
* Law 2986/2002: “Organisation of Regional Services of Primary and Secondary Education, assessment of teaching task and staff, teachers’ in service training and other stipulations”.
* Law 3027/2002: “Regulations concerning the Organisation of School Buildings for Higher Education and other stipulations”.
* Ministerial Decisions 21072α/Γ2/ Official Journal 303 v.B’/13-3-2003 and 21072β/Γ2/ Official Journal 304v.B’/13-3-2003, “Cross-Curricular Thematic Framework and Curricula of Primary and Secondary Education”.
* Law 3255/2004: “Regulations for Issues of all Educational Levels”.
* Law 3369/2005: “Systematisation of Lifelong Learningand other stipulations”.
* Law 3467/2005: “Selection of primary and secondary education teachers, regulations for Administration and Education issues and other stipulations”.
* Law 3475/2006: “Organization of secondary vocational education and other provisions”.
* Law 3549/2007: “Reform of the institutional framework concerning the structure and function of the higher education institutes”.

More recently legislation interventions made in the period 2000-2001 include :
# Improvements have been made to the 1997/98 reform, regarding the access system to Higher Education and the hiring of educators. In the case of the first one notes a less rigid textbook based assessment system which exhibits features of analysis, association, critical thinking etc. in this regard one can claim that attempts are made to reach congruency between the curriculum and its contents and the assessment for access to higher education system.
# Legislation regarding the fields of Special Education, decentralisation of education, training and evaluation of educators has been reformed (Law 2986/2002).
# Technological Education Institutes have been upgraded by being incorporated in Higher Education which now consists of two parallel sectors namely: the University and the Technological ones. (Law 2916/2001).

The specific changes introduced into the education system with the Greek Reform of 2007 include:
The establishment of Unified Upper Secondary School (Eniaio Lykeio) which is gradually replacing all other existing types of upper secondary school (lykeio);
The procedure for admission to higher education has been changed, with emphasis on the assessment of pupils in the second and third degree of lykeio;
The duration of kindergartens and primary schools has been stretched because it will gradually move to full-time;
Second Chance Schools have been created specifically for teens who have already completed 18 years and have not yet completed the compulsory school;
The design of a common curriculum for both primary and secondary education

A focal point of educational policy is the idea that education is a social resource and a right for every citizen. Based on laws passed by Parliament for each educational level, the State intends to render more democratic the whole process of education, decentralizing it, ensuring the participation of those who are directly involved in the process, raising the quality level provided and applying the principle of merit principle in the recruitment of specific staff . Compared to European data Greece isn’t investing many resources to fund educational projects: in fact, the percentage of GDP granted to education in 2005 was 3.98% . Also the other percentage rates are lower than the European average.

[[Image:Greece_GDP_Edu_exp.jpg|center]]

The current reform (Law 3549/2007: "Reform of the institutional framework concerning the structure and function of the higher education institutes") will be discussed extensively later, in paragraph “Higher Education Reform”.

== Country education system ==

[[Image:Greece_Edu_struct.jpg|right]]

Education system in Greece is subdivided in 4 levels:
* Pre-primary Education: nipiagogeio (preschool);
* Primary Education: dimotiko Scholeio (primary school);
* Secondary Education: gymnasio (Lower Secondary School), geniko lykeio (General upper Secondary School), epaggelmatiko lykeio – EPAL (Vocational Lyceum/ EPA.L), TEE (Technical Vocational Schools / TEE) and epaggelmatiki scoli – EPAS (Vcational Educational Training Schools / EPAS);
* Higher Eduation: Panepistimia/AEI (University), Technologika Ekpaideftika Idrymata / TEI (Technological Education Institutes) and the School of Fine Arts (ASKT) .

The education system in Greece ranges from 6 to 16 years old and normally include the primary school (demotiko) and secondary (Gymnasio).

=== Pre-primary Education ===
Law 1566/1985 determines all the details concerning the structure and organization of primary and secondary education. The same law provides that the pre-school education depends on the primary system and in this sense follows the regulations in place for Dimotiko Scholeio (primary school).
In particular, the pre-school education is provided by Nipiagogeia (Kindergartens) that operate independently or in specialized centres together with the state nursery school (children's centers). The frequency of nipiagogeio lasts 2 years and after the changes introduced in 2006, was made compulsory from 5 years of age. The issues concerning the organization of nipiagogeia are governed by decisions N° F27/148/G1/160/14-2-95 of the Minister of Education.
Since 1997 has been set up full time: Oloimero nipiagogeio (All-day kindergarten) was introduced by Law 2525/97. Finally, in relation to Article 73 of Law 3518/2006, the frequency at nipiagogeio begins from 4 years of age, becoming compulsory from 5 years onwards.
The nursery school (Παιδικός σταθμός, Paidikós Stathmós) starts at the age of two and a half years, in institutions both public and private. They are very popular, but attendance is not mandatory.

=== Primary education ===
Primary education is provided within the primary schools (scholeio), whether public or private. The primary schools are distributed all over the country, even in the remotest regions. Attendance is mandatory and there are no additional costs for school and for textbooks. The frequency in Dimotiko Scholeio lasts 6 years and includes levels 1, 2, 3, 4, 5 and 6. The access is possible after having completed 6 years of age.
Oloimero Scholeio (All-day School) operate in parallel to the ordinary primary school, with an extended timetable and an enriched curriculum.
The current primary and secondary school structure was established in 1985 with the Law 1566: this law has instituted new procedures for the designing of new curricula and textbooks. This framework has been modified and enriched with new laws and presidential decrees.
There are also Idiotika nipiagogeia (private kindergartens) and idiotika scholeia operating under the responsibility of the Ministry of Education and controlled by regional administrative bodies, just as in the case of public schools. They have the same organization and structure of state schools and qualifications equivalent to those issued in public.

=== Secondary education ===
Secondary education in Greece is divided into two levels: Compulsory Education and Higher Secondary Education.

'''Types of Institution'''
This subdivision describes the main types of educational institutions that are included in secondary education.
* Compulsory Secondary Education – Gymnasio
* Upper Secondary non-Compulsory Education - Geniko Lykeio
* Vocational Lyceum – EPAL (epaggelmatiko lykeio) | Vocational School – EPAS (epaggelmatiki scholi) | Technical Vocational Educational School - TEE (Technika Epangelmatika Ekpedeftiria) (secondary non-compulsory education)
* Post-Secondary non Tertiary Education – IEK (Institouta Epaggelmatikis Katartisis)

The compulsory secondary education is provided in Gymnasio, which lasts for 3 years: from 12 to 15 years of age.
The upper secondary education (not compulsory) is provided through two types of institutions: Geniko lykeio (General Lyceum / GL) and epaggelmatiko lykeio - EPAL (Vocational Lyceum). The frequency in both types of school lasts 3 years. There are also epaggelmatiki Scholar - EPAS (ΕΠΑΣ / SS), professional schools, the frequency of which lasts for 2 years.
With the Law 3475/2006 , it is determined that training is provided within the Vocational Lyceums (EPAL) and Vocational Schools (EPAS), which replaced the State Technical Vocational School (TEE), under the supervision of the Minister of Education and Religious Affairs. The change from the TEE to EPAL / EPAS was gradual and started in the academic year 2006-2007.
The duration of the course is 3 years and is divided into 3 levels of employment:
The first level includes 3 levels: I) Technology, II) Services, III) Naval;
The second includes Mechanical Engineering, Electrician, Electronics, Building Works, Information Science, Economics and Management, Health and Welfare, Agronomy, Food and the Environment.
The third level includes: General mechanical engineering, Car engineering, Electrical facilities, computer systems & networks electronic experts, Economics and Management employees, Tourist enterprises employees, assistant nurses, Medical & biological laboratories assistants, Pharmacy assistants, Food Technology & Control, Landscaping – Environment & Agro-tourism, Modern Business Agriculture, Merchant Marine Masters, Merchant Marine Engineers.

In addition, there are particular gymnasia and lykeia : religious, minorities, inter-cultural, music experimental and some special classes for pupils who need special education, called Secondary Special Needs Education Schools and Inclusion Classes (ΣΜΕΑ/SMEA). Other alternative secondary education are the School of Fine Arts, Sports Facilities Classes and Second Chance Schools. In state schools the attendance is free and textbooks are distributed free of charge by the state.
The post-secondary education (not university) includes Epaggelmatikis Instituta Katartisis-(IEK) - Vocational Training Institutes - which offer qualifications for employment and diplomas that certify the training received. In fact, this type of institutions provides a formal professional education with the possibility to receive a Certificate or a Diploma of Vocational Training, equivalent to that of professional schools (Vocational Lyceums - EPAL). This license allows entry into the working world in both the public and the private sector. These schools accept students both from Gymnasio and Lykeio. The Vocational Training Diploma of the Organization for Vocational Education and Training (OEEK) is now recognized as a formal qualification to apply for jobs, even in the public sector (Presidential Decree 50/2001, Government Gazette 39/A/5-3-2001 on Determination of appointment qualifications in posts of public sector bodies).

=== Private Education ===
In Greece there are secondary private institutions such as Gymnasia, Lykeia and TEE, but recently with Articles 9, 13 and 14 of Law 3475/2006 (Government Gazette 146/issue A/2006), were included also private Vocational Lykeia (EPAL) and Vocational Schools (EPAS): private EPAL and EPAS are organized and follow the same schedule of classes in public schools.
Furthermore, as established by Law 3475/2006, there are also private Gymnasia and Lykeia, that provide education for foreigners living in Greece, as established by the Act governing foreign schools. These schools may use a foreign education program, a Greek educational program or a mixed program, both foreign and Greek.
In addition, there are private Vocational Training Institutes (IEK), which are coordinated by the Organization for Vocational Education and Training (OEEK).

== Higher education ==

Higher education in Greece comprises two parallel sectors (Law 3549/2007, Article 2), university and technology. The university sector, including Universities (Ανώτατα Εκπαιδευτικά Ιδρύματα, Anótata Ekpaideytiká Idrýmata, "ΑΕΙ"), Polytechnics and Higher School of Fine Arts (ΑΣΚΤ / ASKT). The technology sector, includes Higher Technological Education Institutes (TEI) and School of Pedagogical and Technological Education.
The universities are fully self-administered legal entities of public law that are financed and supervised by the Ministry of National Education and Religious Affairs, in accordance with Article 16 of the Constitution.
Entry to these institutions depends on the performance of the examinations that are performed in the 3rd grade of secondary school.

=== Typologies of Greek higher education institutions ===

[[Image:Greece_HEdu_typology.jpg|left]]

The '''higher education sector''', including the AEI Universities, Polytechnics, the Higher School of Fine Arts (ΑΣΚΤ / ASKT) and the Hellenic Open University (EAP). The '''university sector''' of the secondary education includes Universities (A.E.I.), Polytechnics, Higher School of Fine Arts (ΑΣΚΤ/ASKT) and the Hellenic Open University (EAP).
These educational institutions are funded and under the control of the state: the supervision is exercised by the Minister of Education. In Greece there are 23 universities, including the Polytechnics, the Academy of Fine Arts and the Hellenic Open University (ΕΑΠ / EAP). A particular type of educational institution is the International University of Greece (ΔΙ.ΠΑ.Ε / DIPA), operating in Thessaloniki and it is an independent secondary education institution and completely self-administrated. This University is a legal entity of public law and its mission is to provide higher education to foreigners interested in studying in Greece. To carry out this mission, the International University organizes and promotes graduate and post-graduate programs of study, using distance teaching and learning. The courses last for approximately 4 years, with the exception of certain faculties where the course lasts even 5 or 6 years. The academic year consists of two semesters, with 13 weeks of lessons and three weeks of examinations. Students complete their course of study after 4 years if they pass the examination of both the compulsory and the optional subjects. At the end of the studies they obtain a Diploma or Degree in relation to the Faculty concerned. The Universities issue certificates in the following fields:

* Humanities, law and social sciences
* Sciences
* Health Sciences
* Technological Sciences
* Economic and Management Sciences.

The '''technology sector''' includes Technological Education Institutes (TEI) and Higher School for Teachers of Technological Education (ΑΣΠΑΙΤΕ / ASPA). In this area there is also the Higher Military Education Institute.
The Technological Education Institutes (TEI) are under the supervision of the Ministry of National Education and Religious Affairs (ΥΠΕΠΘ / YPEPTH).
There currently are 15 TEI and a School for the technology and pedagogy education, in the whole country, and 95 specializations offered by TEI in the following fields:
* Graphic arts and artistic studies
* Administration and economics
* Health and welfare occupations
* Technological applications
* Food and nutrition technology
* Agronomy technology
* Music technology.

The studies last for 4 years with a total of eight semesters, which include both periods of lesson and a final semester devoted to the preparation of the thesis. During this final period, students can begin to practice their profession through a training period that will then be evaluated. After the completion of studies, students will receive a Degree.

==== Secondary non-tertiary education ====
The higher non-university education includes the Higher Ecclesiastical Schools, Higher
Schools of Dance and Drama, Higher Schools of Tourist Professions, Higher NCO Schools and Higher and Police Academies. According to the constitution, vocational training and any other special training is provided by the State in institutions o the higher education level. The duration of studies in these schools can not exceed 3 years.
The main types are: the Higher Ecclesiastical Schools, under the supervision of the Ministry of Education and Religious Affairs that will be converted to University Ecclesiastical Academies through the Law 3432/2006 and will operate as tertiary education institutions. The Higher Schools of Dance and Drama, under the supervision of the Ministry of Culture, the Higher Schools of Tourist Professions under the supervision of the Ministry of Tourist Development, Higher Schools for Petty-Officers who are managed by the Ministry of Defense and the Higher Police Academy, supervised by the Ministry of Public Order.

==== Postgraduate Studies ====
The organization of postgraduate studies is governed by '''Law 2083/92''':
universities have full responsibility for the organization and payment of post-graduate courses. All TEI may participate, in the form of consortia with Greek or foreign universities, organizing courses. With the Law 3374/2005 the TEI that have passed the assessment of the prerequisites, have the ability to provide post-graduate courses. There are different degrees of postgraduate courses: the Master and PhD.
The programs of post-graduated studies are appointed by the General Assembly of Special Composition of the department and are approved by the Academic Senate.
In the proposal, the following are mentioned: the field of study and the objectives of the programme, the type of the awarded postgraduate titles, the categories of the admitted graduates, the duration of the program, the courses, the teaching, the research or any other activities of the postgraduate students, the number of postgraduate students, the prospects and the needs of the relevant university in staff and infrastructure, the operational cost and the financial resources. The Minister of Education gives the final approval of the postgraduate study programmes, issuing a decision published in the Official Journal. For the organization and the operation of a postgraduate study programme the competent bodies are the following: the Senate of a Special Composition, the Committee for Postgraduate Study Programmes which operates at HEI level, the General Assembly of a Special Composition, the Coordinative Committee of the postgraduate study programmes and the Director of Postgraduate Studies .
Doctoral programs last a minimum of 3 years, as determined by law. Some programs are structured while others are based on pure research. There was an increase in PhD programs due to the interdisciplinary nature of the topics related to research. In fact, both programs include teaching courses with research activities. Doctoral programs may include activities such as discussions, presentations, workshops, attending seminars or publications. The Law gives students the opportunity to create a doctoral program but only for those faculty that do not already have a post-graduate studies program .
At the end of the study period there is a written thesis that is discussed publicly in front of a committee of seven academic professors.

=== Universities in Country ===

The University of Athens is the most ancient University of the oriental Mediterranean.
The other main Universities are:
* Agricultural University of Athens
* Aristotle University of Thessaloniki (mirror)
* Athens School of Fine Arts
* Athens University of Economics and Business (AUEB)
* Democritus University of Thrace (campuses: Komotini, Xanthi, Alexandroupoli, Orestiada)
* Harokopion University of Athens
* Hellenic Open University
* International Hellenic University
* Ionian University
* National and Kapodistrian University of Athens
* National Technical University of Athens
* Panteion University of Social and Political Sciences
* Technical University of Crete (T.U.C)
* University of the Aegean (campuses: Mytilene, Chios, Karlovasi, Rhodes, Ermoupoli)
* University of Central Greece (campuses: Lamia, Livadeia)
* University of Crete (campuses: Heraklio, Rethymno)
* University of Ioannina (campuses: Ioannina, Agrinio)
* University of Macedonia (campuses: Thessaloniki, Edessa, Naoussa)
* University of Patras
* University of Peloponnese (campuses: Tripoli, Korinthos, Kalamata, Nafplio, Sparti)
* University of Piraeus
* University of Thessaly (campuses: Larissa, Volos, Karditsa, Trikala)
* University of Western Macedonia (campuses: Florina, Kozani)

[[Image:Greece_Uni.jpg|center]]

=== Technological Institutes of Higher Education in Country ===
* Alexander TEI of Thessaloniki (campuses: Sindos, Katerini, Kilkis, Nea Moudania)
* School of Pedagogical and Technological Education
* TEI of Athens
* TEI of Chalkida (campuses: Chalkida, Thiva)
* TEI of Crete (campuses: Heraklio, Chania, Rethymno, Agios Nikolaos, Ierapetra, Sitia)
* TEI of Epirus (campuses: Arta, Ioannina, Preveza, Igoumenitsa)
* TEI of Ionian Islands (campuses: Lefkada, Argostoli, Lixouri, Zakynthos)
* TEI of Kalamata (campuses: Kalamata, Sparti)
* TEI of Kavala (campuses: Kavala, Drama)
* TEI of Lamia (campuses: Lamia, Amfissa, Karpenisi)
* TEI of Larissa (campuses: Larissa, Karditsa, Trikala)
* TEI of Messolonghi (campuses: Messolonghi, Nafpaktos)
* TEI of Patras (campuses: Patra, Aigio, Pyrgos, Amaliada)
* TEI of Piraeus
* TEI of Serres
* TEI of Western Macedonia (campuses: Kozani, Florina, Kastoria, Grevena and Ptolemaida)

[[Image:Greece_Tei.jpg|center]]

== Higher education reform ==

Higher education reform
The existent Law 1268/82 governs the operation of tertiary education and was introduced by the Socialist Government (PASOK) in 1982. There were several changes made to this Law, in particular the 1404 Law of 1983 and the 2083 of 1992.
The main innovations brought about by Law 1268/82, which drastically changed the operation of universities, are the following:
* The old faculties were divided into departments, each of which corresponds to a university discipline area.
* The Chair system, which was the focus of the past organisation of universities, was replaced by the scientific sector (tomeas). The tomeas is responsible to a General Assembly in each Department.
* All policy decisions related to the various levels are taken by the appropriate General Assemblies which consist of all members of the teaching staff and a considerable number of undergraduate and some postgraduate students.
* Undergraduates have equal representation in the electoral bodies for the selection of the administrative heads of the University as the members of the academic staff.
* Members of the teaching staff form a single body with four levels: (i) lecturer, (ii) assistant professor, (iii) associate professor and (iv) professor. Only those belonging to the two upper ranks of the academic hierarchy are elected to permanent (tenured) positions. Appointments and promotion of all teaching staff is made by special electoral bodies, which meet together with the General Assemblies of the departments. New categories of auxiliary teacher, technical and administrative personnel has been created.
* Each university is administered by: (i) the Rector who is supported by two vice-Rectors, elected for a period of three years by an electoral college. The electoral college consists of all the faculty members, an equal number of undergraduate students and representatives of the technical staff, the administration staff, the graduate students, the teaching assistants and the foreign language teachers. Each of the latter groups has a representation which is 5% of the size of the faculty (total 25%), (ii) the Rectors’ Council, which consists of the Rector, the two vice-rectors, one representative of the students and one representative of the administrative personnel and (iii) the Senate consisting of the Rector and the vice-rectors, the deans of the university faculties, the heads of the autonomous departments, one representative of the teaching staff, one representative of undergraduate students from each department, one representative of administrative personnel and a number of representatives of the post-graduates students. All representatives are elected. The Senate is regarded as the top administrative agent of the University. Each faculty, comprising of relevant departments, is administered by: (a) the Dean, who is elected for three years by the General Assembly of the faculty, (b) a Council which comprises the dean, heads of the departments and one undergraduate student from each department and (c) the General Assembly of the faculty which consists of the General Assemblies of the departments.
Each department is administered by: (a) the head, who is elected for two years, (b) the Administrative Council which consists of the head, the directors of departmental sections and representatives of the students and of the technical or administrative personnel, and (c) the General Assembly of the department. The director of each sector, who is elected for one year, and the General Assembly of the sector are the administrative agents.
* A National Academy of Letters and Sciences (EAGE) and a National Council of Higher Education (S.A.P.) as already described, were established by the new law, as advisory bodies to the Government and as a co-ordinating supervisory agencies on teaching, research, undergraduate and postgraduate programmes, evaluation and appointment of academic personnel, creation of new universities or units in them, allocations of funds etc. However, the National Academy of Letters and Sciences has never functioned because of the negative reaction to it of the professorial body.
* The undergraduate studies were reorganised into "semester courses" and a basic structure for the promotion of graduate programmes was set up.

As stated above, Law 2083 in 1992, modified Law 1268 of 1982. The main modifications were the following:
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was reduced to 50% of the faculty.
# The election of the Vice-Rectors became a separate procedure from that of Rectors.
# A four-year plan for the creation and advertisement of teaching staff positions was established.
# The role of administrative bodies with a small number of members was strengthened.
# Members of the teaching staff were ranked according to the service they provide (full time or part-time employment).
# Two cycles of undergraduate studies were established. The first cycle has four semesters. Passing the examinations in all subjects taught during the first cycle is a prerequisite for the continuation of studies in the second cycle.
# Students who fail to complete their studies within the prescribed period of time, extended by two extra years, were not entitled to any kind of financial aid awarded by the state.
# Postgraduate studies and the functioning of research programmes was reorganised.
# Free distribution of academic textbooks was restricted only to students with low annual income.
# New academic institutions such as the Centre for the Greek Language, the Open University and the Committee for Evaluation of Higher Education were created.

The above measures have been further modified or abolished by Law 2188/94 (Minister of Education D.Fatouros) as follows (retaining the numbering above):
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was increased to 80% of the faculty.
# The election of the Vice-Rectors is not a separate procedure from that of Rectors.
# A one-year plan for the creation and advertisement of teaching staff positions was established.
Points 5, 6, 7 and 9 were deleted; 8, and 10 remained the same
Special regulations concerning "guest" students and the mobility of teaching staff and students were also introduced by the new law. This is an attempt to adjust the legal framework of Greek higher education to the context of European Union and to promote co-operation with other countries.
Finally, both the organisation and the functioning of the Technological Education Institutions (TEIs) is based on the Law 1404/1983, and Presidential and Ministerial decisions issued in connection with this Law. The TEIs are distinguished from the AEIs, in terms of their purpose, function (including their administration), staff qualifications and hierarchy, the length of programmes and the fact that they offer no postgraduate courses.
However, their organisation and operation is similar to those of the AEIs. TEIs are oriented towards the application of recent technological knowledge and practice, while AEIs are more science and research-based institutions. Thus, the TEIs have direct links with various productive enterprises where most of the students’ practical work is carried out.
TEIs are self-governing bodies enjoying academic freedom and freedom of teaching and
research. They are divided into schools and departments similar to those of AEIs. Each
TEI together with its schools and departments is administered by members elected by
the General Assemblies in which the teaching staff, an important number of students'
representatives and a number of support personnel representatives participate. The permanent teaching staff are grouped according to three scales: laboratory professors, assistant professors and professors. Possession of a doctorate is a necessary prerequisite for appointment to the rank of professor.
The new law for TEIs provides for the establishment of two Advisory Services at the MoE to offer TEIs advisory support. They are: (a) the Council for Technological Education (Symboulio Technologikis Ekpedefsis - STE), (b) the Institute for Technological Education (ITE). In addition there are Regional Technological Councils whose role is to facilitate the formation of links between TEIs and productive units for economic and any other support .
The legal basis for the organization of university, is the Article 16 of the Greek Constitution which declares that education is a fundamental mission for the State. In addition, it states that higher education can be provided exclusively by institutions which are legal and independent entities under the public law, and it forbids to private institutions to provide university courses. The current situation is changing: in the Greek Parliament there are extensive debates on the amendment of this article, that will enable private non-profit HEI, with some prerequisites for quality .
This new Law “The Reform of the Institutional Framework for the Structure and Operation of Higher Education Institutions” was submitted to the Plenary of the Greek Parliament and was approved on 8 March 2007.
This law regulates the structure of secondary education and is based on Law 1268/1982 that covers only the university sector. The technology sector has a different legislative framework (Law 1404/1983) and up to 2001 the TEI were not regarded as institutions of higher education. The new Law 3549/2007 specifies that the university education comprises two parallel sectors, university and technology, and refers to both types of institutions. This law wants to transfer more responsibility to the HEI, through the internal regulation. The status of the rector is valued: he can be elected by all students and staff and will have the power to exercise legal control and appoint the academic staff.

The most important innovations introduced by the new Law 3549/2007 obligate HEIs:
* to compile internal regulations in order to ensure their even operation and enhance their autonomy;
* to compile a four-year academic-development programme, where their mid-term and long-term goals will be defined and their strategy will be planned;
* to elect their leadership through immediate and collective participation of the academic community groups in the election procedure. The position of HEI Secretary has been introduced for the better management of administrative and financial matters;
* to redefine the concept of academic immunity (asylum);
* to enhance student support services and assign tutors to students;
* to adopt measures in support of students from weaker financial classes such as: compensative scholarships, interest-free educational loans as well as support provided to disabled students;
* to enhance their libraries;
* to establish social accountability and transparency procedures;
* to enhance the European and international dimension of Greek higher education.

Other issues, which should be defined by the internal regulations, are added in the new Law 3549/2007:
# the deontological rules for all the members of the academic community as well as the procedures and the control bodies established for their observance;
# the operation rules of the collective bodies and the obstacles to the participation in those bodies;
# the participation in research or other programmes;
# the operation of the student support services and the exercise of a tutor’s duties by teaching and research staff members;
# the general rules for operating libraries, study and reading rooms of an institution;
# the extent, procedures and requirements for awarding exchange scholarships to students;
# the procedures and requirements for ensuring the safeguarding of the institution and its property in the most efficient way;
# the proportion between obligatory and optional courses of the syllabus and the necessary requirements for students’ participation in all exams;
# the procedure for designing and revising the four-year academic and development program as well as the annual report;
# the specialization of the prerequisites and procedures for the election, advancement or permanent appointment of teaching and research staff members or research staff members;
# the way representatives of the teaching and research staff members or of research staff members from every section are appointed in the General Assembly of a department;
# the composition of the support secretariat for the Secretary of the institution, the qualifications, the selection procedures and the competencies of the Secretary of the institution;
# the way the electoral procedures are conducted for the emergence of the collective bodies of the institution; and
# the integration of the decision made by the qualified body of the HEI with regard to the designation of the HEI’s areas covered by academic asylum.

“''Our aim is to ensure that our HEIs have the necessary resources to continue to fulfill their full range of purposes. Those purposes include: preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base; and stimulating research and innovation.”''
[Ministers for Higher Education, London Communique, 18 May 2007]

=== The Bologna Process ===

Greece is a founding member of the Bologna Process (1999). Beginning with 2004, intensive efforts have been made in order to implement everything agreed within the framework of the Bologna Process. While in all the other European countries reforms were rapidly implemented, in Greece delays occurred. Today, 46 countries, including Greece, actively participate in the creation and establishment of the European Higher Education Area; Greece is a member of the Bologna Follow-Up Group and was a member of the Board during 2005-2006. Greece also takes part in the Stocktaking Group and in the External Dimension Group (2005-2007). As a member of the European Union, Greece participates, within the framework of the Lisbon Strategy, in the effort to “make Europe the most dynamic Knowledge Society worldwide” and can only go along with the decision of the heads of states and governments made in Barcelona in 2002, which sets the Bologna Process as the basis for cooperation in higher education.

The most important legislative reforms and developments relating to the Bologna Process since Bergen are the following:

'''''Quality Assurance, ECTS, Diploma Supplement'''''

Law 3374/2005 regulates quality assurance in higher education, the establishment of the European Credit Transfer and Accumulation System and the Diploma Supplement. The law establishes for the first time a national system of quality assurance in Greek higher education, which addresses both universities and TEIs. It also realizes the commitments undertaken by the Ministers of Education in Berlin (2003), complies with the European Standards and Guidelines suggested by ENQA and its partners (EUA, EURASHE, ESIB)
and adopted by the Ministers of Education in Bergen (2005), fully respects the autonomy of the institutions and ensures student participation. The above law determined the obligatory application of a credit system, fully compatible with the European Credit Transfer and Accumulation System (ECTS), for all undergraduate and postgraduate study programmes.
Moreover, Law 3404/2005 , which regulates operational and study issues, further contributed to the improvement of the quality of TEIs and established new permanent positions for the educational staff.

'''''Recognition of Degrees'''''

Law 3328/2005 for the establishment of a new Agency for Degree Recognition (DOATAP) was created in order to simplify the procedures for recognition of degrees and study periods. DOATAP is a member of the NARIC network.

'''''The European Dimension, Recognition of Joint Study Programmes and Mobility of Students and Staff'''''

Law 3404/20055, Article 23 on Joint Postgraduate Study Programmes and Joint Doctorates, gives universities the possibility to award double, multiple and joint degrees and allows the use of a language other than Greek in postgraduate study programmes. Thus, it enhances the cooperation between Greek and European HEIs, the mobility of students and academic staff and the European dimension of Higher Education. Moreover, Law 3549/2007 also stipulates the possibility to organize undergraduate study programmes in languages other than Greek.

'''''Lifelong Learning'''''

Within the National Strategic Development Plan (2007-2013), an intergraded lifelong learning policy has been planned because Greece has significantly fallen behind compared to the other European countries. Thus, with the cooperation of the Ministers of Education and Employment, the National System of Connecting Vocational Education and Training was established and the framework for the organization of lifelong learning was created with Law 3369/2005. This law was recently supplemented with Law 3577/2007 .
As far as higher education is concerned, Law 3369/2005 on Lifelong Learning enables the universities to establish and run lifelong learning institutes and have additional revenues, since they can charge fees for training courses. The substantial participation of HEIs in lifelong learning places universities at the centre of the social and financial life of the country and of the region where they are located. They provide citizens with new and often innovative and flexible opportunities for regular and distance-learning and, at the same time, they assume a key role for the adaptation of the workforce to the structural and
technological changes rapidly taking place in the professional fields today. Moreover, the Hellenic Open University, whose study programmes are mainly addressed to the working population, has been facing a rapid development as new programmes were added in all three cycles and new training programmes were created.

'''''The External Dimension of the Bologna Process'''''

Law 3391/2005 regulates the establishment of the International Hellenic University and aims at enhancing student mobility. Moreover, as a member of the External Dimension Group of the Bologna Process, Greece organized a Bologna Seminar on “Putting European Higher Education Area on the Map: Developing Strategies for Attractiveness”, which took place in Athens, on 24-26 June 2006. The participants were mainly higher education stakeholders from the countries participating in the Bologna Process, but also representatives of OECD non-European and Mediterranean countries, representatives of the European Commission, consultative members of the Bologna Process as well as
representatives of international and student organisations (ESIB and AEGEE). The Bologna Seminar meant another step forward in defining the external dimension of the Bologna Process, stressed the need to enhance and bring out the quality of the European Higher Education Area and the need for adopting a concrete strategy on the attractiveness of the European Higher Education Area, which will be the European answer to global challenges.

'''''Mobility through Cycles, Access and the Removal of Obstacles'''''

A series of legislations resulted in the upgrading of those institutions belonging to the non-university sector and, with the exception of the higher ecclesiastical academies, are under the main supervision of other ministries. Thus, these institutions will issue Bachelor’s degrees and their graduates will be able to continue studying in the two next cycles at universities.
─ Law 3432/2006 upgrades the status of the higher ecclesiastical academies supervised by the Ministry of National Education and their degrees become equivalent with those of the higher education institutions.
─ Law 3413/2005 allows higher military schools (supervised by the Ministry of Defense) to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities).
─ Law 3450/2006 upgrades the status of the merchant maritime academies (supervised by the Ministry of Mercantile Marine) which are currently able to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities). Moreover, Law 3475/200612 regulates, among others, the access of secondary vocational education students to the higher technological sector.

'''''Student Participation'''''

Full participation of students in the governance bodies of HEIs has been ensured. Moreover, student unions participate in the National Council of Education, while Law 3374/2005 on quality assurance has also ensured students’ participation in quality assurance procedures. In addition, the Minister of Education and Religious Affairs has
signed Law 3443/200613, which enacts local youth councils and their participation in local governance, so that young people can become active citizens.

== Administration and finance ==

The Ministry of Education and Religious Affairs (ΥΠΕΠΘ/YPEPTH) is responsible for the administration of all the schools in the country: an administration carried out through the Central and Regional Services and through councils of a consultative and scientific nature that have been created and function in the Ministry’s Central and Regional Services.
Higher Education Institutions (AEI), are self-administered legal entities under public law and the Minister exercises supervision and monitors the legality of their actions and decisions through the Ministry’s central services.

'''''National level'''''

The Minister of National Education and Religious Affairs has the main responsibility for the planning and implementation of the education policy. In his/her task is seconded by two Deputy - Ministers who have specific areas of responsibility.
Under the Minister of Education also come: the General Secretariat for Youth (ΓΓΝΓ/GGNG) whose task is to secure and promote the rights of young people; the General Secretariat for Adult Education (ΓΓΕΕ/GSAE) responsible for planning, co-ordinating and implementing policies on a national scale and with regard to Greek expatriates, actions related to Lifelong Learning and especially: basic adult education, general adult education and training, socio-cultural training and education, open distance learning, as well as training of trainers.
Lastly, under the Ministry of Education also falls the General Secretariat of Religious Affairs that supervises the application of the government policy in the field of religion.
The administrative structure of the Ministry of National Education and Religious Affairs
(ΥΠΕΠΘ/YPEPTH) includes a vertical structure of Departments, Directorates, General Directorates and Integrated Administrative Sectors.
There are six Integrated Administrative Sectors (University Education, Administration of Community Support Framework Programmes, Greeks Abroad and Inter-Cultural Education, Studies, Training and Innovation Issues, Technological Higher Education, Audiovisual Teaching Aids, Education TV, Libraries and Historical Archives) headed by Special Secretaries, appointed by a joint decision of the Prime-Minister and the Minister. The Heads of the General Directorates are Directors General that are selected from among the permanent administrative officials by a Special Service Council. They are responsible for planning activities, coordinating the operation of the Directorates and Administrative Sections under them, evaluating the policy pursued in their sphere of competence and drafting proposals to be sent to the political leadership of the Ministry of Education.

'''''Regional Level'''''

In the context of the education decentralisation policy, Administration is exercised at a Regional Level by the Regional Education Directorates while, at a prefectural level, by the Directorates and the Primary and Secondary Education Offices, Regional Service Councils and Education Committees.
For administering and monitoring the operation of Primary and Secondary Education Institutions there is the Regional Education Directorates which relate directly to the Minister of National Education and Religious Affairs. Each Regional Education Directorate consists of the following Departments: a. Administration, b. Scientific-Pedagogic Guidance of Primary Education and c. Scientific-Pedagogic Guidance of Secondary Education.

'''''Local Level'''''

At local level (municipality or community), there are Scholikes Epitropes (School Committees), Municipal or Community Legal Entities, that manage the funds allocated to cover operating expenses for one or more Primary and Secondary schools depending on the local needs as evaluated by the competent local authorities.
The School Committees are assigned to manage the budget for the operational costs of Primary and Secondary Schools and to support the administrative operation of school units.

'''''Funding'''''

The sources of funding of Greek university are the regular state budget and the Program of Public Investment, which has two levels, one national, financed with national funds, and the community one, which includes European funds (Operational Programme for Education and Initial Vocational Training – O.P. “EDUCATION”, 2000-2006).
This second type of funds include the modernization of university education and the creation of new infrastructures, studies and materials and funds for research.
The Minister of Economy and Finance, Minister of Education, Universities and TEI are the entities involved in the distribution of funds, both those of the state budget and those of the Program of Public Investment. Although it is an informal process, as a good practice, the Minister of Education along with the Rectors’ Conference and the Conference of the TEIs’ Presidents agree upon the total amount and the allocation of funds. Then, each individual HEI cooperates with the Ministry of National Education in order to define the annual amount based on the Unified System of Allocation Criteria of the regular state budget.
The budget allocated to education is increasing year after year, and a satisfactory rate is assigned to university education. In compliance with the OECD, in 2003 was dedicated to education university the 1,3% of GDP: according to Eurostat data, Greece is the European country to increase their funding for higher education, with a approximately 98% (EU average: 82.8%); on the contrary, the contributions that come from households and private funds are approximately 1% .
In fact, Greece is one of six states of the European Union that does not require charging for university education. The funds for universities and TEI come regularly from the national budget and are used primarily for operating expenses that include: the payment of teachers and research staff, students’ blackboards and textbooks and teaching materials. In relation to the budget of 2007, about 1.5 billions of euros have been allocated to universities, TEI and to the Academy of Athens, while 832,000 euros are for the Hellenic Quality Assurance Agency. The funds of the Public Investment Program is intended to infrastructure, studies and educational materials.

== Quality assurance ==

Until 2005 there was no system of quality assurance in university education, until it was enacted with the 3374 Law .
This law has established a quality assurance system for the entire university education, which includes both the technology sector and the university one. This law complies with the European standards and guidelines suggested by the European Association of Quality Assurance (ENQA) and its partners (EUA, EURASHE, ESIB / ESU), which were adopted first by the Ministry of Education in Bergen.
The Greek Quality Assurance System includes:
* internal assessment
* external review
* publication of results
* participation of students
* peer review

The university system evaluation is coordinated and supported nationally by an independent and specific authority for the assessment, called the Hellenic Quality Assurance Agency (HQAA) and supervised by the Ministry of Education.
The Hellenic Quality Assurance Agency (HQAA), established by Law 3374/2005, also has a consultancy role since it keeps the competent bodies of the state and the higher education institutions informed on current international developments and trends in the relevant issues.

This agency is based in Athens and is made up of 15 members appointed by the Minister of Education who remain in office for 4 years and can not fill this role for more than twice, whether consecutive or not, and are also allowed foreign experts. The President must be an academic with an internationally recognized authority and with a significant research activity, preferably with experience on qualitative issues and on the development of the education system. The other members are representatives of the academic staff of universities and technology institutes, students, researchers and social partners.
This agency ensures the transparency of the evaluation procedures and its mission is to support the organisation of the university education through the implementation of procedures: improving the quality of university education by informing the state and HEIs on international developments and trends, promoting research in the area.
In particular, some of the major responsibilities for HQAA are:
* The HQAA plans, coordinates and supports HEIs’ evaluation procedures;
* Employs guidelines and standards to specify and review the form of HEIs’ evaluation reports, as well as the evaluation criteria and indices;
* Compiles, keeps and revises the Register of independent Greek and international experts and specialists in the area of Quality Assurance;
* Collects information and maintains a database with data from the evaluation reports of all Greek HEIs;
* Performs studies and carries out research in order to develop the methodology, techniques and applications of quality assurance and keeps all competent bodies of the state and the Greek HEIs up-to-date;
* Maintains mutual cooperation with corresponding foreign organizations and represents Greece in international quality assurance networks;
* Publishes the evaluation results and the measures adopted for quality assurance and improvement of higher education.

The law divides the evaluation process into two levels: the internal and external evaluation.
The internal evaluation is the first step for the external assessment and is carried out by each academic unit (that is the subject of the evaluation) and consist of the systematic assessment and recording of instruction, research or other activities in relation to the objectives and mission of the HEI . To take part in this internal evaluation, which lasts two semesters, are research and teaching staff members, scientific and administrative staff member and student representatives.
The criteria and evaluation indices concern the quality of teaching and research activities, the quality of study programs and other services provided by HEI. These indices and criteria are standardized and specified under the guidelines of HQAA and depend on the field of studies of each academic unit.

The '''internal evaluation''' is being conducted under the responsibility of each academic unit in cooperation with the Quality Assurance Unit, a body found in every HEI to coordinate and support the assessment procedures.
An internal evaluation report contains cumulative information with quantitative data on students, teaching-research staff, educational and other scientific staff, administrative staff, infrastructure, student welfare etc. The HEI’s Internal Evaluation Report is compiled every two years by the QAU and sent to the HQAA.
The external evaluation process is repeated every four years at the latest with the cooperation of HEIs and the HQAA. The external evaluation is carried out by the External Evaluation Committee (EEC), which consists of five members from the register of independent experts kept at the HQAA. One of the members of the EEC may be nominated by the academic unit under evaluation but the remaining members are elected by the HQAA. The participation of at least one foreign expert and one representative from a professional or other scientific union in the External Evaluation Committee is also desirable. The EEC takes into consideration the self-evaluation report and makes an in situ visit to the evaluated academic unit, which has to facilitate as much as possible the committee’s work with supplementary information, discussions and contacts with the members of the academic unit. The EEC compiles the draft external evaluation report with the secretarial and administrative support of the HQAA and this draft report is then notified to the academic unit under evaluation, which then has to submit its remarks within a fifteen-day time limit from the date of the notification of the draft.

The '''external evaluation''' is completed within four months with the External Evaluation Report which is submitted to the HQAA. After the evaluation processes have been completed the HQAA makes the External Evaluation Report public. The External Evaluation Report includes the independent experts’ analyses, findings, and recommendations for the measures that need to be taken in order to improve the quality of the task of the institution.
There is only one body with the task of the recognition of foreign degrees and periods of study: the National Academic Recognition and Information Center (Hellenic NARIC – DOATAP): it is responsible for the recognition of study titles issued by foreign higher education institutions, both universities and foreign technological institutions and for providing information on studying in Greek HEIs. The Hellenic NARIC is located in Athens and is supervised by the Ministry of National Education and Religious Affairs. The Hellenic NARIC also has a consultancy role on issues concerning the recognition of foreign degrees and is the responsible body for the elaboration of the Action Plan for Recognition submitted in the London Ministerial Conference .

== Country's HEIs in the information society ==

=== Towards the information society ===

Today one of the main priorities of Greek educational policy is continuous improvement, with respects to the integration of ICT, into the educational sector. Numerous actions have been implemented and are being further developed in relation to ICT integration; such actions are coordinated by the Ministry of Education and Religious Affairs in the framework of the Information Society Programme .
In the framework of this programme, the infrastructure (broadband connections across the country, networks, and computer equipment) is being further developed and maintained, digital content and services (educational software, educational portals, educational services, e-management) are being enriched and expanded and teacher training
continues to emphasise the exploitation of new technologies in educational practice.
Moreover, the following pilot Actions are being planned and implemented:
the distribution of laptops to students, the development of the “ideal school lab”, the development of virtual teacher training, virtual learning environments and virtual content management systems, on-line interactive educational TV.
At the same time, the Hellenic Ministry of Education and Religious Affairs has launched a coordinate effort for the utilization of ICTs and their incorporation into the everyday educational procedure. This effort is implemented in the fields of the third Community Support Framework mainly from the Operational Program of Information Society, (OPIS) under the direct supervision of the General Secretary of the Hellenic Ministry of Education and with the support of the Hellenic Ministry of Education Information Society office and the "Strategy for ICTs in Education" Committee.
It is constructed onto four lines of action:
* Installation and support of network and computational equipment.
* Development of software and digital content for educational and administrative purposes (educational software, information systems, Internet content e.t.c.).
* Training of the educational community on ICTs, targeting to the utilization of the above areas.
* Modernization of administration areas.

The aims of this Strategy are:
* The incorporation of ICTs in the teaching process.
* The support of the Informatics lesson taught in high school, senior high school and technical school.
* The support of every cognitive area through the use of ICTs.
* The elimination of digital illiteracy and variations on ICT skills.

=== Information society strategy ===

Since 2002, there are activities targeted to the elaboration of a systematic approach towards :
* Compliance with EC directives regarding e-Accessibility
* Initiatives related to e-Inclusion in the context of the Operational Programme "Information Society" of the 3rd Community Support Programme (Secretariat for the Information Society, Hellenic Ministry of Economy and Finance) in the domains of: Education and Culture, Health, Employment, Public Administration, Telecommunications.
The Digital Strategy 2006-2013 is addressed to the challenges of the 4th Community Support Programme and i2010:
* Infrastructures (broadband access, development of accessible one –stop shops, subsidies for ICT equipment for specific population groups)
* Education (incentives for the development of accessible educational content and distant learning)
* Health (Accessible regional e-health services, universally accessible health records and other related information)
* Public administration (accessible e-services for the regional government, digital content and information services, an important example is the International Call for Tenders conducted by the Greek Pedagogical Institute in 2006. It aims for the development of a digital library and its best practices in certification and implementation of educational software).
The digital strategy 2006 – 2013 replaces the “white paper” for the information society and strengthens the role of the existing Operational Program for the Information Society, by re-examining its goals. At the same time, the new digital strategy meets the challenges of the 4th Operational Period (2007-2013) and is compatible with the new European policy for the Information Society “i2010” and with the “Jobs and Growth” action plan, both of which were outlined in the first semester of 2005.

== Virtual Campuses in HE ==

=== Interesting Virtual Campus Initiatives ===

==== The Hellenic Open University ====
In 1992, while attempting to reform the institutional framework of higher education the establishment of the Hellenic Open University (Elliniko Anoichto Panepistimio - ΕΑΠ/EAP) was decided. HOU is the only HEI that providing distance education at all three levels (undergraduate, postgraduate and doctorate) as well as training courses. It was finally established in 1997 and began operating in 1998. Like all the other public universities in Greece, the Open University is a legal entity of public law, completely independent and autonomous . It was established by Law 2083/92 and it is seated in Patras but various activities such as consultative meetings and exams are organized in eight Greek cities (Athens, Thessaloniki, Patras, Heraklio, Ioannina, Xanthi, Piraeus and Larissa).
HOU’s overarching characteristics were defined and formed by the first administrative committee’s decisions (time period 1995 to1997) and was significantly informed by the British Open University model. This historical legacy significantly influenced the formation and operation of the institution .
The model of the tutor-counselor, as employed at the British Open University (Sewart, 1980), has also been adopted by the HOU. HOU’s planning and organization of its program offerings are based on explicit goals, clear guidelines, and detailed instructions to guide its students and its tutors. According to its instructional publications, HOU adopted Holmberg (1989) ideas on the central role distance learning materials play in students’ mastery of distance learning studies. HOU also faces internal and administrative challenges, some of which do not support or assist in developing its distance learning methods that can be easily delivered via ICT. The HOU, nonetheless, is welcomed and supported by most Greeks, primarily because it offers them a second choice and, sometimes, a chance at accessing the fruits of education. In the academic year 2006-2007, HOU served 15,026 undergraduate and 8,624 graduate students enrolled in six undergraduate and 24 graduate courses .

The mission of the Hellenic Open University (ΕΑΠ/EAP) is to provide distance undergraduate and postgraduate education and adult education, by developing and utilising appropriate educational materials and teaching methods. Among the goals of the HOU is to promote scientific research in a flexible and innovative way and to develop technology and methodology in the field of distance learning and also to offer University studies to those who cannot attend classes or laboratories for whatever reason.
The ΕΑΠ/EAP organises:
* Undergraduate study programmes leading to a degree.
* Postgraduate training programmes that lead to certification of training.
* Postgraduate training programmes that lead to a postgraduate specialisation degree or doctoral degree.

During the process of student selection, priority is given to applicants who are over twenty-three years of age, therefore, most of the students are employed and their average age is of 30-40 years old. Moreover, students with special needs are admitted to the Hellenic Open University and the available places for them amount to an additional three percent of the set number of places for undergraduate study programmes. For admission to an undergraduate programme a high school degree is necessary. The number of applicants is usually much greater than the number of offered places and this why candidates are selected by electronic lot in the presence of a district attorney for ensuring transparency.
HOU has introduced some innovations in the Greek higher education system. These are :
# Studying exclusively through distance learning.
# The application of a modular system and the replacement of courses by the flexible form of modular courses, which can be easily altered, according to the social and educational needs at the time.
# Introduction of a five-level educational system that covers all levels from post-secondary vocational training to doctorate level.
# Foundation of a University Laboratory for Educational Material and Methodology Research.
# Foundation of a University Evaluation Unit.
# The simplification of governance structures with the abolition of the Rectors’ Council and the establishment of a flexible Senate.
# The introduction of HOU’s basic functional unit, the Course Modules that cover a specific study field at undergraduate or postgraduate level. Each course module is equivalent to three semesters in a Greek university.
HOU consists of four schools: the School of Humanities, the School of Social Science, the School of Science and Technology and the School of Applied Arts. These schools award Bachelor, Master and PhD degrees and certificates of training or of attendance. The average time for studies is six or seven years for the undergraduate studies and four years for the postgraduate studies. HOU is a rapidly developing higher education institution. Only two study programmes in 1998 compare to the thirty-one that operate today (2006-2007).

At the same time, there is a rapid yearly increase in the number of students, and the number of applicants exceeds the offered places of study.

[[Image:Greece_HOI.jpg|center]]

===== Teaching Method =====
The objectives of the Hellenic Open University (ΕΑΠ/EAP) are achieved through the use of methods of teaching and learning from a distance. These methods are based on high quality educational material which must be appropriately developed in terms of both form and content in such a way as to guarantee high quality self-education and frequent assessment of students. This material is traditional (books, notes, evaluation forms), audio-visual (sound tapes, videotapes, optic discs) and in any other electronic form (multimedia and Internet).
Most educational materials used by HOU are original, that is they are created by a team of experts. This team, for example, determined responsibilities and frames within which each team member operated. Members included: a writer, who wrote the material following particular specifications demanded by form and content; an academic responsible for each program; a reader, who ‘fact checked’ the study texts for scientific quality; and, finally, a DE expert who ensured that all texts complied with the pedagogical principles needed to support effective DE delivery. Construction of distance pedagogical scientific knowledge, within the creation of original educational material produced by HOU, reflects: a) strong classification of material based on strict specifications and the involvement of special scientists in the scientific area that ensure the scientific validity and reliability of HOU’s learning materials, b) strong framing because the relationship and terms of collaboration are pre-determined and everyone works on specific, known, and irrefutable rules. In certain cases were the writers were unable to adapt their work to the specifications required, projects were cancelled .
The pedagogical practices, as formulated in the HOU, with the criterions of the ‘power of framing’ and ‘PECS’ are now examined :
# In the HOU, educational material packages consist of: books, cassettes, videos, CD-Rom, and educational software supported through the use of ICT (Act 1/7-11-1995). The creation of an electronic bank of educational material (i.e., learning objects) is currently under consideration (Act 18/11-12-1996).
# Modules are accompanied by detailed timetables of study and students deliverables in the form of written work and tests (HOU, 2002). Thus, the following are determined:
#* Lock-step sequencing of DE contents provides students a timeline for learning and knowledge acquisition. Students are also given instructions on the applicability of additional learning materials available to them to help them master the subject material on a deeper level (i.e., additional texts, books, and audiovisual materials that are not part of the course per say, but are nonetheless helpful).
#* HOU students learn in a paced environment. HOU’s academic year is divided to 32 weeks, beginning the first week of October. Students are made aware of the time they need to spend to study of each chapter (e.g., one or two weeks) and of deadlines and timelines they must meet in handing in their written work and assignments.
# By regulating all facets of students’ studies, evaluative criteria are determined. That is, the questions concerning the rights and obligations of teachers and students in sub-areas such as ‘communication’ are defined. For example, teachers must be available for student consultations during specific times; moreover, all comments on all written assignments must be returned to students within 15 days of receipt. In terms of quality assurance, HOU evaluates its teachers via a student questionnaire that asks pointed questions as to whether or not teachers failed, met, or exceeded students’ expectations on basic criteria such as timeliness, accessibility, and instructional efficacy.

HOU uses a comprehensive regulatory framework to support its students. As such, strong framing exists concerning ‘relationships’ cultivated inside the institution itself. Indeed, HOU is uses clearly defined hierarchical relations of power on two levels:
# First, HOU’s administrative committee decides the general policy of the institution. The chairman plays a central role in providing direction and guidance to the administrative committee. For example, A. Lykourgiotis, the first chairman of the administrative committee, when taking into consideration the opinions of committee, formally articulated HOU’s educative and organizational features (Koustourakis, 2006). This shows strong framing in the rule sequencing/ pacing and criteria and in the regulative rules between academic personnel, tutors, and HOU’s administrative committee.
# The second level concerns the operation of HOU’s various programs and modules. In this case, HOU’s program directors and module coordinators coordinate and supervise how established instructional policies will guide HOU’s various programs and study modules. Sub-committee teams comprised of instructional personnel (i.e., teachers and tutors) working on specific modules, participate in this process. At first glance, this appears to show relatively weak framing in terms of communication among the teachers/ tutors. The coordinator of each module, however, is typically a member of the HOU’s academic personnel, and their decision is central in that this person determines and directs daily the work flow of the overall team that must deal with HOU’s day-to-day procedural affairs, such as the formulation and/ or choice of subjects on offer, pedagogical approaches that should be best taken, and the development and administration of final written examinations.

The methodology used for EAΠ/EAP Undergraduate Programmes of Study is that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* laboratory practice of students at the laboratories of the EAP at Patras (wherever this is provided in the Curriculum);
* final and repeat examinations held for each thematic unit all over Hellas at the same time.

The undergraduate students can attend the programme of studies of their choice from wherever they live in any region of the country or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens, Thessaloniki, Herakleio, Ioannina, Xanthi, Piraeus and Larisa.
As regards the ΕΑΠ/EAP Postgraduate Programmes of Study leading to a Postgraduate Specialisation Diploma (ΜΔΕ/MDE) or to a Certificate of Postgraduate Study, the methodology used is also that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* final and repeat examinations.
The postgraduate students can attend the programme of studies of their choice from wherever they live in any region of Hellas or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens and Thessaloniki.

===== Courses offered =====
'''Degrees'''

* Studies in the Physical Sciences
* Information Science
* Administration of Businesses and Organisations
* Studies in Hellenic Culture
* Studies in European Culture
* Spanish Language and Culture

To complete the undergraduate programme and be awarded a degree, the student must successfully complete and be examined in at least twelve (12) Thematic Units. The student selects from one (1) to three (3) Thematic Units per year .

'''Postgraduate Specialisation Diplomas (ΜΔΕ/MDE)'''

* Administration of Tourist Enterprises
* Administration of Health Units
* Administration of Health Services of the National Health System
* Banking
* Administration of Cultural Units
* Environmental Planning of cities and buildings
* Environmental Planning of infrastructure works
* Quality Assurance
* Postgraduate Specialisation for English Language Teachers
* Postgraduate Specialisation for German Language Teachers
* Postgraduate Specialisation for French Language Teachers
* Studies in Education
* Adult Education
* Seismic engineering and anti-seismic structures
* Technical Works Management
* Postgraduate specialization in computer systems
* Studies in Orthodoxy
* Graphic arts – Multimedia
* Waste management
* Advanced studies in Physics
* Environmental degradation and protection
* Postgraduate specialization for Physical Sciences Teachers
* Postgraduate studies in Mathematics
* Business Administration (MBA)

For students to complete their postgraduate studies and receive their MDE, they must have completed and been successfully examined in four (4) thematic units. Another requirement is a thesis that reflects the content of one or two Thematic Units according to the programme. For students to complete their postgraduate studies and receive their Certificate of Postgraduate Study, they must complete and have been successfully examined in one (1) Thematic Unit (duration of studies at least one academic year).

Comparing the educational practices between HOU and conventional Greek universities, however, is like comparing apples to oranges. While traditional universities operate in a teacher-centered context, HOU students are placed at the epicenter of HOU’s educational process. HOU students must learn how to learn at a distance. Clearly, this demands more flexible practices on the part of HOU in terms of providing student support, from writing student-centered educational materials designed to meet the needs of adult learners learning at a distance, to the level and dynamics of online communication between students and tutors, to the support of student-centered learning, to the deployment of Group Advisory Meetings, and most importantly motivating students to cognitively process and synthesize and learn the course materials by themselves with only a tutor there as a “guide on the side” to help them succeed in their learning journey. In the last case, elements of interpretative epistemology enter the HOU, which is aimed at making the institution friendly and accessible to its students by supporting and encouraging their self-driven effort for education and training.
The majority of HOU’s students are busy adults juggling family and work responsibilities, while studying part time. HOU’s role of the tutor, which is based on the British Open University exemplar, currently shows weak framing in terms of students-tutor relationships. This is why the development and deployment of ICT is helpful for the success of HOU’s students. Such technologies not only help build working relationships between tutors and students, but also help students to help themselves to the panoply of online resources and educational materials that can help them learn at a distance. Unfortunately, HOU currently lags behind many other open and distance education institutions in the world, specifically in terms of incorporating and using ICT to support and aid students in their learning. The lack of suitable online educational (digital) materials, coupled with the reality that computer and Internet usage in Greece – primarily due to high cost of access – remains low, means that HOU faces significant challenges in terms of supporting students using ICT. The good news, however, is that this is slowly changing, as reflected in the high-level use of ICT by the HOU for administrative purposes.

=== Interesting Programmes ===

'''Aristotle University of Thessaloniki'''

Aristotle University in Thessaloniki is innovative since 1995 where takes place the first pilot applications for the exploitation of new technologies in education within the 1st EE funded project. Since 1997, there is an important effort to transform the bigger university in Greece in dual mode university that can provide a great part of graduate and postgraduate programs with both traditional methods and distance learning, with the creation of 6 virtual tele-classes and one tele-conference room. Academic community members can participate in distance learning activities, educational seminars and conferences with experts. A great number of teleconferences sessions took place within these last 8 years between Aristotle University and other academic units all over the world, where students and faculty from all participating universities had the opportunity to attend lectures, to participate in international conferences and to effectively train through seminars professionals such as teachers in all levels of education in new technology aspect.

'''University of Macedonia in Thessaloniki'''

The University of Macedonia, located in Thessaloniki, has a great laboratory with a significant experience and expertise in coordinating and participating in a large number of national and international research projects under FP5/IST, FP6/IST, Interreg. The laboratory has also provided consulting services for the European Commission as well a number of national organizations e.g. Ministry of Interior, Prefecture of Thessaloniki, Region of Central Macedonia etc. and it has collaborated with a large number of major academic institutions, research organizations, private enterprises and public authorities in Europe. There are many completed and running projects in this area, both Greek and European; for example, Innovative Enterprise Architecture Education and Training Based on Web 2.0 Technologies (EATrain2).
The aim of the EATrain2 is to identify the training and educational needs of employees in both public and private sector and of university students and to fulfil these using innovative pedagogies and practices based on Web 2.0 technologies and active, problem-based learning approaches. The main result of the project is expected to be: the empowering of Universities, VET organizations, students and employees through innovative training, teaching methods and practices based on Web 2.0 technologies. EA training and teaching material for students, public employees and private employees and an education and training platform based on Web 2.0 technologies.

'''The National & Kapodistrian University of Athens'''

The Asynchronous eLearning Platform is a complete Course Management System that supports Asynchronous eLearning Services via a simple web browser. Its goal is the incorporation and constructive use of the Internet and web technologies in the teaching and learning process. It supports the electronic management, storage and presentation of teaching materials, independently of the spatial and time limiting factors of conventional teaching and creating the necessary conditions for a dynamic teaching environment.
The introduction of eLearning into the traditional teaching process provides new capabilities and allows new means of interaction between students and teachers, through a contemporary technological peak environment.
The Open eClass platform, used by the University, is a complete Course Management System. It is the solution offered by the Greek Academic Network GUnet to support Asynchronous eLearning Services. It is mainly designed, developed and supported by the GUnet Asynchronous eLearning Group and is distributed for free as open-source software.
The incorporation of asynchronous eLearning services offers new possibilities in education, providing interaction and constant teacher-student communication. It is said, at the same time, that electronic organization, storing and presentation of educational material, regardless the limiting factors of place and time of typical teaching, is supported, forming the conditions of a dynamic educational setting. The Open eClass platform is designed with the goal to bring new actions that promote its corporate utility in the already existing educational patterns into effect.
The main user role is that of the teacher who can create practical and functional electronic courses easily and quickly, using the educational material provided (note, presentations, texts, pictures, etc). At the same time, students attain an alternative entry channel to the knowledge offered. Finally, the Open eClass platform supports all asynchronous eLearning services without boundaries and limitations, and the platform access is achieved via a simple web browser without any demand of specialized technical knowledge .
The adult education modules based on the Distance Learning model were designed in response to increased education requirements in various job environments. They spin around 5 thematic units in the field of finance and last from 5 to 9 months. Upon successful completion of the academic requirements, adult students receive a Certificate of Studies. In particular, the University awards Certificates of Training and Certificates of Specialisation, each reflecting specific programme choices by the students. Eligible candidates to the University’s adult education programme are University and T.E.I. graduates and secondary education graduates with previous experience. Candidates are selected on the following criteria: Grade Point Average of Degree or Graduation Diploma (Apolyterio) and priority with respect to application filed. Candidates are required to have access to a personal computer and the Internet. Fees vary with respect to the thematic unit selected .

'''Pandeion University for Social and Political Sciences'''

The Pandeion University for Social and Political Sciences in Athens in order to provide complete long life education and training for Social and Political sciences issues has proceeded in the production and development of various educational applications, such as distance learning, telematics and multimedia. These applications aim to educate and train the instructors that are necessary for the implementation of the multiple purpose training and seminar carriers all over the country.

'''Athens University of Economics and Business'''

The Tele-education Centre of the Athens University of Ecomomics and Business materializes an application for the development of distance learning environment through the Lab. of Business Information Technology. The pilot web courses in the asynchronous distance learning environment concern web courses for :Internet and E-commerce, Database for Business applications, Principles for the design and Implementation of Information systems and Business Information Systems, specifically created to support the needs of executives.
The Teleducation Center is fully operational, serving the current needs of the Institution. The scope of the Tele-education Center is:
* the supply of distance learning services to the University students, either by supporting the courses with additional distance learning material, or by giving the whole course with the use of the tele-education method;
* the continuous education and training of executives, working in Greek organizations, public or private, free lancers and unemployed;
* the export of distance learning services to other countries;
* the operation of the Tele-education Center as a link for gathering the national resources concerning the education technology development and the education service supply;

During the last few years, a real-time multimedia, distance learning classroom has been created. This specially designed classroom can function either independently as a multimedia classroom, equipped with audiovisual and digital devices, which assist and improve educational process or as a virtual, distance learning classroom. The classroom is equipped with state-of-the-art network and audiovisual devices, which allows for full duplex communication among this and other classrooms. The design and the equipment of the classroom enables high interaction among participants of a course delivered simultaneously in different classrooms, by simulating all operations taking place in a traditional classroom, thereby creating a virtual classroom.

'''University of Piraeus'''

The University of Piraeus through its Network Center supports a number of WWW course tools, available only for potential students. In order to enter the specific web tutorial page the student has to create a personal account. It is an asynchronous distance learning environment. These specific web courses refer to various issues such as cardiological events and tooth hygiene.
The Computer Centre of the University of Piraeus aims at facilitating the educational, administrative and research work of the University. Students of all departments are having Computer Science courses and practice in four fully equipped laboratories at the Computer Center with 85 workstations. In addition, the Computer Center supports the research work of the University by providing every possible assistance in both the uses of computer applications and equipment.
In almost every administrative function of the University there have been applied modern methods of organisation using computer systems. More specifically, many applications have been developed covering the needs in student’s records, in the main University library and in the other Administrative Departments (Accounting, Finance, Personnel etc).
It should be specially mentioned that modern office automation computer systems and desktop publishing applications are extensively used by the academic and administrative staff thus providing high level services.
Most of the research projects are supported by the University Central Computer system (DEC 5810 Risk) in which there have been installed many Relational Data Base Management Systems, programs for economics and statistical analysis, expert systems, computer language compilers etc.
This main system is connected through the Ethernet Network with Unix Workstations over 200 PC’s used in education, 50 Apple Macintosh systems for office automatic projects and other special devices such aw plotters, scanners etc.
The Computer Center also provides communication facilities with other Universities, Institutions and Research Centers all over Greece and abroad, mainly through its Internet Server System DEC Alpha 1000.
The Network Management Centre (NMC) of the University of Piraeus is located in its central building and is responsible for:
* The management of the data and voice network
* The design, implementation and evolution of the University network System and user support
* The provision of teleconference services
* The provision of internet and web (www) services
* The provision of dial-up access services
The University continually invests on improving its network structure using up to – date technologies and on developing telematic applications for teaching and research purposes.

'''University of Ioannina'''

The University of Ioannina provides a Computer and Media Centre that organises all computer services for teaching and research operations and administers the campus-wide network, which includes access to global computer networks. More than one hundred personal computers are directly accessible to students. Regularly offered information courses and a number of supervisors provide all necessary assistance for users. There are also facilities provided by the Media & Documentation Centre that include a variety of production capacities as well as archive materials in the field of audio-visual media. Among these is a fully equipped broadcasting studio, equipment for electronic editing, and video producing, and a photo lab. Besides lecturers, students do have access to all facilities if they work on supervised projects.
In the University of Ioannina there is also a Open and Distance Learning Centre: as regional office of the German Open University, the Centre gives support to students who are enrolled at the Open University by supervising their studies and preparing for exams. A stock of self-learning material (print and audio-visual media) is available to both Open University and University of Lueneburg students.

'''University of Thessaly'''

The University of Thessaly Network Management Centre, in cooperation with GUNET, offers the following pilot services: videoconference and tele-education over IP, videoconference, Video on Demand, concerning the live transmission of TV programs and local radio station program through Internet. The Network Centre of the University has already set up a fully-equipped videoconference room in Trikala, for the Department of Physical Training Science. The video teleconference room has already been successfully used for synchronous distance education sessions in physical training science issues for the students and for similar post- graduate courses attendance.

'''Information Technology Laboratory'''

Information technology education is a necessity of modern times. The introduction of IT in education is based on two paradigms:
• IT as an autonomous knowledge-base that needs to be introduced in the curriculum.
• IT as an interdisciplinary research and learning tool.

The availability of instant access to IT allows both teachers and students to familiarize themselves with technology and supports educational needs of the department (demonstration, group work, communication, information database access …).

'''Network Operation Centre'''

The aim of this Centre is the creation and maintenance of network of support of unified services that interlink all the buildings of University Thessaly, in all the cities of Thessaly in which the University allocates installations, as well as the offer of high quality of services of telephony, transport of data, and picture.
More concretely the work aims in the concretisation:
* Structured wiring in all the buildings of University Thessaly, that aims at as the easy connection of any user or with the network of data via computer or with the network of telephony.
* System of transport of data of high output, on the connection of all computers of Papenjsti'mjo Thessaly via long distance and urban engaged lines and regional networks of last technology (FDDi, ATM, Ethernet).
* Internal telecommunications network for the support of advanced services of digital telephony and multimedias make where it allows the complete and reliable cover of corresponding needs of means of Academic community.
* Points of access (Access Point) in the network of Academic institutions (GUNet) Public network ISDN and but national and international networks of communication as well as with the Internet.
* Management and extension of Network according to the needs of Academic community.
* Benefit of Services of information via the international networks of information and with use PC (WWW USENET News, Ftp, Search Engines etc).
* Aid and education of users of University Thessaly for the effective use of Network.

The network of support of unified Services provides in all the members of Academic community the possibility of most rapid connection with the Internet and access in world scale sources of information. It offers the possibility rapid and qualitative communication between the installations of University Thessaly. It allows the import of new technologies in the education (multimedias, education by distance) research and administration. It upgrades the Programs of Study and strengthens the collaboration with other Academic institutions of country and abroad. It contributes in the interconnection of University with local productive and administrative institutions.

'''University of the Aegean'''

The University of the Aegean has been the first Greek University to fully utilise Information and Communication Technologies (ICT)into its everyday activities, and thus implementing the Information Society in Hellenic higher education. The University of Aegean has achieved to connect through the Aegean-net all university units in different islands on the Aegean Sea, the islands of Lesvos, Chios, Samos, Rhodes. The Aegean-net project offers the proper infrastructure and know-how to these remote geographically locations and aims to use for research/educational purposes.

'''The Pedagogical Institute (P.I.)'''

The Pedagogical Institute operates a Distance Learning Centre which provides distance training to educators of Primary and Secondary Education who access the P.I. server either from their schools or home. The relevant services offered spin around the following axes:
* Self-education: access to (search & retrieve) training material and information on a wide range of subjects that may be of interest to educators, pupils and parents.
* Co-operative learning: on-line participation in various discussion groups and joint projects.
* Virtual classrooms: interactive, real-time classroom sessions using dedicated ISDN connections.

'''Greek Schools Network'''

The Greek Schools' Network is the educational intranet of the Ministry of Education and Religious Affairs (www.ypepth.gr), which interlinks all schools and provides basic and advanced telematic services. Thus, it contributes to the creation of a new generation of educational communities, which takes advantage of the new Informatics' and Communication Technologies in the educational procedure.
The implementation of the Greek Schools' Network is funded by the Framework Programme for the Information Society , in close cooperation between the Ministry of Education as well as 12 Research Centers and Highest Education Institutes, specialized in network and Internet technologies.
Educational Exploitation of the Greek Schools Network
The current design and implementation of the Greek Schools Network focuses in providing useful services to all members of the basic and middle education community, fulfilling among others the following goals:
* Access to telecommunication and informatics services
* Access to digitized educational material
* Distance learning, e-learning
* Encourage collaboration
* Information and opinion exchange
* Conduct of thematic discussions, seminars, lectures, etc.
* Access to digital library services
* Communication and Cooperation of all educational degrees
* Communication with European educa-tional networks
* Facilitate complimentary educational programs
* Provide education to individuals with special needs or disabilities
* Inform, educate, entertain

== Lessons learnt ==

== References ==

* [http://www.gnto.gr/pages.php?pageID=14&langID=2 Hellenic Republic - Ministry of Tourism - Greek National Tourism Organisation – General Information ]

* [http://europa.eu/abc/european_countries/eu_members/greece/index_en.htm Europe – Gateway to the European Union]

* [http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=REF_TB_population&root=REF_TB_population/t_popula/t_pop/t_demo_gen/tps00001 Eurostat - Data on Population]

* [Greek Constitution http://www.parlalex.it/documentazione/gre.rtf]

* [http://promitheas.iacm.forth.gr/i-curriculum/Assets/Docs/NatReports/Greek%20Report.pdf
Greek Educational System – The implementation of ICT in the Greek Curriculum in Compulsory Education – IACM/FORTH, November 2003]

* [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/0_integral/EL_EN.pdf
Eurybase – The Educational System in Greece, 2005-2006, Eurydice, Directorate-General for Education and Culture]

* [http://www.cepes.ro/publications/pdf/Greece.pdf Kyriazis, Asderaki, Higher Education in Greece, UNESCO, 2008]

* [http://www.stat-athens.aueb.gr/~jpan/oecd-background-report.html Educational Policy Review – Background Report to OECD on education]

* [http://www.ypepth.gr/docs/site_apologismos_pepr.pdf Our Actions on Education, 2004-2007 (in Greek)]

* [http://www.infosoc.gr/infosoc/en-uk The official Greek portal for I.S.]

* [www.epractice.eu/resource/2037 Greece Information]

* Eurybase (The Information Database on Education Systems in Europe – The Educational System in Greece, 2005-2006, Directorate-General for Education and Culture

* Kontogiannopoulou-Polydorides, G. Mylonas, Th. Solomon, J., & Vergidis, D. (1994). “Greece: System of education.” In T.N. Postlethwaite International Encyclopedia of Education. Oxford: Pergamon.

* Koustourakis, G. (2006). An attempt formation of the framework for the organization and functioning of the Hellenic Open University: A sociological approach. [In Greek]. In A. Lionarakis (Ed). Open and Distance Education: Elements of theory and praxis (pp. 42-77). Athens: Propobos.

* Koustourakis, G., Panagiotakopoulos, C., & Vergidis, D. 2008. A Contribution to the Hellenic Open University: Evaluation of the pedagogical practices and the use of ICT on distance education. The International Review of Research in Open and Distance Learning [Online] 9:2. Available: http://www.irrodl.org/index.php/irrodl/article/view/424]

* Soutas, Andreopoulou, Ipsilandis “[http://www.onlined.org/papers/000185.pdf Distance Learning in Higher Education and Perspectives in Greece]”

* Vergidis, D., & Panagiotakopoulos, C. 2002. Student Dropout at the Hellenic Open University: Evaluation of the Graduate Program, "Studies in Education". [http://www.irrodl.org/index.php/irrodl/article/view/101/563
The International Review of Research in Open and Distance Learning]

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> [[Countries]]

[[Category:Europe]]
[[Category:European Union]]

Greece

2009-04-08T12:13:37Z

Alessandro.Caforio: /* References */

== Partners situated in Country ==

-

== Country in a nutshell ==

[[Image:Greece_map.jpg|right]]
GREECE (Ελλάδα – Elláda) officially the Hellenic Republic, is a country in southeastern Europe, situated on the southern end of the Balkanic Peninsula and it includes more than 2000 islands situated in Ionian and Aegean Seas and it has a total surface area of 131,957 km2. Greece is a parliamentary republic and it’s considered as the cradle of the western culture and thought. Greece is a member of the European Union since 1981, of the Economic and Monetary Union of the European Union since 2001and also a member of NATO from 1952.

Athens is the capital of Greece and Thessaloniki, Patras, Heraklion, Volos, Ioannina, Larissa e Kavala are some of the most important cities of the country.

As of January 2008, the population of Greece is estimated at 11,262,000 by Eurostat : the 58,8% lives in the urban areas and only the 28,4% in rural areas.

The official language is the Modern Greek that is spoken by the 98.5% of population; moreover, there are some Slavic and Turkish minorities.

The widespread religion is the Orthodox Christian and the relationship between State and Church are regulated by the Third Article of the Greek Constitution.

Greece is divided in 13 perifereies (περιφέρειες) – Attica, Central Greece, Central Macedonia, Crete, East Macedonia e Thrace, Epirus, Ionian Island, North Aegean, Peloponnese, South Aegean, Thessaly, West Greece, West Macedonia – subdivided into a total of fifty-one prefectures called nomos.
Greece is a Parliamentary Republic thanks to the Referendum of the 8th December 1974.

The President of the Republic, who is considered the edge of the state, is elected by the Parliament for a five-years terms, only for two mandate.
The Greek Constitution, formed by 120 articles, foresee the separation of the three powers: executive, legislative and judiciary.
The executive power is exercised by the President of the Republic and by the Government. The President of the Republic is the commandant in chief of the armed forces and he presides over the Defense Council.
The civil authority of the armed forces is the Ministry of the national defence. The President of the Republic appoints the Prime Minister and the other Cabinet members.
Legislative power is exercised by a The legislative power is exercised by a 300-member elective unicameral Parliament (Vouli ton Ellinon) : elections are held every four years by universal suffrage through a complex proportional system, with barrage at 3%.
The judiciary power is independent from the executive and legislative and it comprehends three Supreme Court: the Court of Cassation (Άρειος Πάγος), the Council of State (Συμβούλιο της Επικρατείας) and the Curt of Auditors (Ελεγκτικό Συνέδριο).
Greece has a multiparty system, dominated by two principles political party: the liberal-conservative New Democracy (ND), actually in power, and the social-democratic Panhellenic Socialist Movement (PASOK).

== Country education policy ==

During the 19th century, have been implemented in Greece, many reforms in the education field, in relation to the structure of the system, the national curriculum and the language used for education. In 1975 the Constitution has established the new paradigm of education legislation that was introduced through the reform of the education system, one year later, in 1976. The reform in question has established a common language for education, has reformed the education division between primary, secondary and tertiary education and emphasized the modernization of curricula and the improvement of the administration and monitoring of education.
The second period of reforms of the education system began in the mid-nineties and the third period in early 21 century, between 2004 and 2006. This reform, introduced important changes, like the creation of the Foundation of International University of Greece, the reform of secondary vocational training, the introduction of a new law for the assessment of education and legislative actions in relation to lifelong learning area.

In the Greek Constitution, education is identified as a responsibility of the state. The majority of Greek citizens attend public schools, in fact, there are few private schools that are supervised by the Ministry of Education. The Minister has a centralized control on state schools, sets educational curricula, he manages the staff and monitors the funds.
At regional level the role of supervisor of the Minister is done through the Regional Councils for Primary and Secondary Education that operate in every prefecture. The tertiary institutions are almost totally autonomous, even if the Minister is responsible for funding. In accordance with Article 16 of the Greek constitution, education, both moral, intellectual, occupational and physical, is a basic mission for the state, with the aim of developing a national and religion conscience and provide adequate training to the future citizens.

The basic legislation is included in the following:

* Constitution 2001 (Article16).
* Law 682/1977: “About the private schools and boarding houses”.
* Law 1566/1985: “Structure and Operation of Primary and Secondary Education and other Stipulations”.
* Law 2817/2000: “Regional Directorates of Education”.
* Law 2916/2001: “Structure of Higher Education and settlement of issues in the Technological Sector”.
* Law 2986/2002: “Organisation of Regional Services of Primary and Secondary Education, assessment of teaching task and staff, teachers’ in service training and other stipulations”.
* Law 3027/2002: “Regulations concerning the Organisation of School Buildings for Higher Education and other stipulations”.
* Ministerial Decisions 21072α/Γ2/ Official Journal 303 v.B’/13-3-2003 and 21072β/Γ2/ Official Journal 304v.B’/13-3-2003, “Cross-Curricular Thematic Framework and Curricula of Primary and Secondary Education”.
* Law 3255/2004: “Regulations for Issues of all Educational Levels”.
* Law 3369/2005: “Systematisation of Lifelong Learningand other stipulations”.
* Law 3467/2005: “Selection of primary and secondary education teachers, regulations for Administration and Education issues and other stipulations”.
* Law 3475/2006: “Organization of secondary vocational education and other provisions”.
* Law 3549/2007: “Reform of the institutional framework concerning the structure and function of the higher education institutes”.

More recently legislation interventions made in the period 2000-2001 include :
# Improvements have been made to the 1997/98 reform, regarding the access system to Higher Education and the hiring of educators. In the case of the first one notes a less rigid textbook based assessment system which exhibits features of analysis, association, critical thinking etc. in this regard one can claim that attempts are made to reach congruency between the curriculum and its contents and the assessment for access to higher education system.
# Legislation regarding the fields of Special Education, decentralisation of education, training and evaluation of educators has been reformed (Law 2986/2002).
# Technological Education Institutes have been upgraded by being incorporated in Higher Education which now consists of two parallel sectors namely: the University and the Technological ones. (Law 2916/2001).

The specific changes introduced into the education system with the Greek Reform of 2007 include:
The establishment of Unified Upper Secondary School (Eniaio Lykeio) which is gradually replacing all other existing types of upper secondary school (lykeio);
The procedure for admission to higher education has been changed, with emphasis on the assessment of pupils in the second and third degree of lykeio;
The duration of kindergartens and primary schools has been stretched because it will gradually move to full-time;
Second Chance Schools have been created specifically for teens who have already completed 18 years and have not yet completed the compulsory school;
The design of a common curriculum for both primary and secondary education

A focal point of educational policy is the idea that education is a social resource and a right for every citizen. Based on laws passed by Parliament for each educational level, the State intends to render more democratic the whole process of education, decentralizing it, ensuring the participation of those who are directly involved in the process, raising the quality level provided and applying the principle of merit principle in the recruitment of specific staff . Compared to European data Greece isn’t investing many resources to fund educational projects: in fact, the percentage of GDP granted to education in 2005 was 3.98% . Also the other percentage rates are lower than the European average.

[[Image:Greece_GDP_Edu_exp.jpg|center]]

The current reform (Law 3549/2007: "Reform of the institutional framework concerning the structure and function of the higher education institutes") will be discussed extensively later, in paragraph “Higher Education Reform”.

== Country education system ==

[[Image:Greece_Edu_struct.jpg|right]]

Education system in Greece is subdivided in 4 levels:
* Pre-primary Education: nipiagogeio (preschool);
* Primary Education: dimotiko Scholeio (primary school);
* Secondary Education: gymnasio (Lower Secondary School), geniko lykeio (General upper Secondary School), epaggelmatiko lykeio – EPAL (Vocational Lyceum/ EPA.L), TEE (Technical Vocational Schools / TEE) and epaggelmatiki scoli – EPAS (Vcational Educational Training Schools / EPAS);
* Higher Eduation: Panepistimia/AEI (University), Technologika Ekpaideftika Idrymata / TEI (Technological Education Institutes) and the School of Fine Arts (ASKT) .

The education system in Greece ranges from 6 to 16 years old and normally include the primary school (demotiko) and secondary (Gymnasio).

=== Pre-primary Education ===
Law 1566/1985 determines all the details concerning the structure and organization of primary and secondary education. The same law provides that the pre-school education depends on the primary system and in this sense follows the regulations in place for Dimotiko Scholeio (primary school).
In particular, the pre-school education is provided by Nipiagogeia (Kindergartens) that operate independently or in specialized centres together with the state nursery school (children's centers). The frequency of nipiagogeio lasts 2 years and after the changes introduced in 2006, was made compulsory from 5 years of age. The issues concerning the organization of nipiagogeia are governed by decisions N° F27/148/G1/160/14-2-95 of the Minister of Education.
Since 1997 has been set up full time: Oloimero nipiagogeio (All-day kindergarten) was introduced by Law 2525/97. Finally, in relation to Article 73 of Law 3518/2006, the frequency at nipiagogeio begins from 4 years of age, becoming compulsory from 5 years onwards.
The nursery school (Παιδικός σταθμός, Paidikós Stathmós) starts at the age of two and a half years, in institutions both public and private. They are very popular, but attendance is not mandatory.

=== Primary education ===
Primary education is provided within the primary schools (scholeio), whether public or private. The primary schools are distributed all over the country, even in the remotest regions. Attendance is mandatory and there are no additional costs for school and for textbooks. The frequency in Dimotiko Scholeio lasts 6 years and includes levels 1, 2, 3, 4, 5 and 6. The access is possible after having completed 6 years of age.
Oloimero Scholeio (All-day School) operate in parallel to the ordinary primary school, with an extended timetable and an enriched curriculum.
The current primary and secondary school structure was established in 1985 with the Law 1566: this law has instituted new procedures for the designing of new curricula and textbooks. This framework has been modified and enriched with new laws and presidential decrees.
There are also Idiotika nipiagogeia (private kindergartens) and idiotika scholeia operating under the responsibility of the Ministry of Education and controlled by regional administrative bodies, just as in the case of public schools. They have the same organization and structure of state schools and qualifications equivalent to those issued in public.

=== Secondary education ===
Secondary education in Greece is divided into two levels: Compulsory Education and Higher Secondary Education.

'''Types of Institution'''
This subdivision describes the main types of educational institutions that are included in secondary education.
* Compulsory Secondary Education – Gymnasio
* Upper Secondary non-Compulsory Education - Geniko Lykeio
* Vocational Lyceum – EPAL (epaggelmatiko lykeio) | Vocational School – EPAS (epaggelmatiki scholi) | Technical Vocational Educational School - TEE (Technika Epangelmatika Ekpedeftiria) (secondary non-compulsory education)
* Post-Secondary non Tertiary Education – IEK (Institouta Epaggelmatikis Katartisis)

The compulsory secondary education is provided in Gymnasio, which lasts for 3 years: from 12 to 15 years of age.
The upper secondary education (not compulsory) is provided through two types of institutions: Geniko lykeio (General Lyceum / GL) and epaggelmatiko lykeio - EPAL (Vocational Lyceum). The frequency in both types of school lasts 3 years. There are also epaggelmatiki Scholar - EPAS (ΕΠΑΣ / SS), professional schools, the frequency of which lasts for 2 years.
With the Law 3475/2006 , it is determined that training is provided within the Vocational Lyceums (EPAL) and Vocational Schools (EPAS), which replaced the State Technical Vocational School (TEE), under the supervision of the Minister of Education and Religious Affairs. The change from the TEE to EPAL / EPAS was gradual and started in the academic year 2006-2007.
The duration of the course is 3 years and is divided into 3 levels of employment:
The first level includes 3 levels: I) Technology, II) Services, III) Naval;
The second includes Mechanical Engineering, Electrician, Electronics, Building Works, Information Science, Economics and Management, Health and Welfare, Agronomy, Food and the Environment.
The third level includes: General mechanical engineering, Car engineering, Electrical facilities, computer systems & networks electronic experts, Economics and Management employees, Tourist enterprises employees, assistant nurses, Medical & biological laboratories assistants, Pharmacy assistants, Food Technology & Control, Landscaping – Environment & Agro-tourism, Modern Business Agriculture, Merchant Marine Masters, Merchant Marine Engineers.

In addition, there are particular gymnasia and lykeia : religious, minorities, inter-cultural, music experimental and some special classes for pupils who need special education, called Secondary Special Needs Education Schools and Inclusion Classes (ΣΜΕΑ/SMEA). Other alternative secondary education are the School of Fine Arts, Sports Facilities Classes and Second Chance Schools. In state schools the attendance is free and textbooks are distributed free of charge by the state.
The post-secondary education (not university) includes Epaggelmatikis Instituta Katartisis-(IEK) - Vocational Training Institutes - which offer qualifications for employment and diplomas that certify the training received. In fact, this type of institutions provides a formal professional education with the possibility to receive a Certificate or a Diploma of Vocational Training, equivalent to that of professional schools (Vocational Lyceums - EPAL). This license allows entry into the working world in both the public and the private sector. These schools accept students both from Gymnasio and Lykeio. The Vocational Training Diploma of the Organization for Vocational Education and Training (OEEK) is now recognized as a formal qualification to apply for jobs, even in the public sector (Presidential Decree 50/2001, Government Gazette 39/A/5-3-2001 on Determination of appointment qualifications in posts of public sector bodies).

=== Private Education ===
In Greece there are secondary private institutions such as Gymnasia, Lykeia and TEE, but recently with Articles 9, 13 and 14 of Law 3475/2006 (Government Gazette 146/issue A/2006), were included also private Vocational Lykeia (EPAL) and Vocational Schools (EPAS): private EPAL and EPAS are organized and follow the same schedule of classes in public schools.
Furthermore, as established by Law 3475/2006, there are also private Gymnasia and Lykeia, that provide education for foreigners living in Greece, as established by the Act governing foreign schools. These schools may use a foreign education program, a Greek educational program or a mixed program, both foreign and Greek.
In addition, there are private Vocational Training Institutes (IEK), which are coordinated by the Organization for Vocational Education and Training (OEEK).

== Higher education ==

Higher education in Greece comprises two parallel sectors (Law 3549/2007, Article 2), university and technology. The university sector, including Universities (Ανώτατα Εκπαιδευτικά Ιδρύματα, Anótata Ekpaideytiká Idrýmata, "ΑΕΙ"), Polytechnics and Higher School of Fine Arts (ΑΣΚΤ / ASKT). The technology sector, includes Higher Technological Education Institutes (TEI) and School of Pedagogical and Technological Education.
The universities are fully self-administered legal entities of public law that are financed and supervised by the Ministry of National Education and Religious Affairs, in accordance with Article 16 of the Constitution.
Entry to these institutions depends on the performance of the examinations that are performed in the 3rd grade of secondary school.

=== Typologies of Greek higher education institutions ===

[[Image:Greece_HEdu_typology.jpg|left]]

The '''higher education sector''', including the AEI Universities, Polytechnics, the Higher School of Fine Arts (ΑΣΚΤ / ASKT) and the Hellenic Open University (EAP). The '''university sector''' of the secondary education includes Universities (A.E.I.), Polytechnics, Higher School of Fine Arts (ΑΣΚΤ/ASKT) and the Hellenic Open University (EAP).
These educational institutions are funded and under the control of the state: the supervision is exercised by the Minister of Education. In Greece there are 23 universities, including the Polytechnics, the Academy of Fine Arts and the Hellenic Open University (ΕΑΠ / EAP). A particular type of educational institution is the International University of Greece (ΔΙ.ΠΑ.Ε / DIPA), operating in Thessaloniki and it is an independent secondary education institution and completely self-administrated. This University is a legal entity of public law and its mission is to provide higher education to foreigners interested in studying in Greece. To carry out this mission, the International University organizes and promotes graduate and post-graduate programs of study, using distance teaching and learning. The courses last for approximately 4 years, with the exception of certain faculties where the course lasts even 5 or 6 years. The academic year consists of two semesters, with 13 weeks of lessons and three weeks of examinations. Students complete their course of study after 4 years if they pass the examination of both the compulsory and the optional subjects. At the end of the studies they obtain a Diploma or Degree in relation to the Faculty concerned. The Universities issue certificates in the following fields:

* Humanities, law and social sciences
* Sciences
* Health Sciences
* Technological Sciences
* Economic and Management Sciences.

The '''technology sector''' includes Technological Education Institutes (TEI) and Higher School for Teachers of Technological Education (ΑΣΠΑΙΤΕ / ASPA). In this area there is also the Higher Military Education Institute.
The Technological Education Institutes (TEI) are under the supervision of the Ministry of National Education and Religious Affairs (ΥΠΕΠΘ / YPEPTH).
There currently are 15 TEI and a School for the technology and pedagogy education, in the whole country, and 95 specializations offered by TEI in the following fields:
* Graphic arts and artistic studies
* Administration and economics
* Health and welfare occupations
* Technological applications
* Food and nutrition technology
* Agronomy technology
* Music technology.

The studies last for 4 years with a total of eight semesters, which include both periods of lesson and a final semester devoted to the preparation of the thesis. During this final period, students can begin to practice their profession through a training period that will then be evaluated. After the completion of studies, students will receive a Degree.

==== Secondary non-tertiary education ====
The higher non-university education includes the Higher Ecclesiastical Schools, Higher
Schools of Dance and Drama, Higher Schools of Tourist Professions, Higher NCO Schools and Higher and Police Academies. According to the constitution, vocational training and any other special training is provided by the State in institutions o the higher education level. The duration of studies in these schools can not exceed 3 years.
The main types are: the Higher Ecclesiastical Schools, under the supervision of the Ministry of Education and Religious Affairs that will be converted to University Ecclesiastical Academies through the Law 3432/2006 and will operate as tertiary education institutions. The Higher Schools of Dance and Drama, under the supervision of the Ministry of Culture, the Higher Schools of Tourist Professions under the supervision of the Ministry of Tourist Development, Higher Schools for Petty-Officers who are managed by the Ministry of Defense and the Higher Police Academy, supervised by the Ministry of Public Order.

==== Postgraduate Studies ====
The organization of postgraduate studies is governed by '''Law 2083/92''':
universities have full responsibility for the organization and payment of post-graduate courses. All TEI may participate, in the form of consortia with Greek or foreign universities, organizing courses. With the Law 3374/2005 the TEI that have passed the assessment of the prerequisites, have the ability to provide post-graduate courses. There are different degrees of postgraduate courses: the Master and PhD.
The programs of post-graduated studies are appointed by the General Assembly of Special Composition of the department and are approved by the Academic Senate.
In the proposal, the following are mentioned: the field of study and the objectives of the programme, the type of the awarded postgraduate titles, the categories of the admitted graduates, the duration of the program, the courses, the teaching, the research or any other activities of the postgraduate students, the number of postgraduate students, the prospects and the needs of the relevant university in staff and infrastructure, the operational cost and the financial resources. The Minister of Education gives the final approval of the postgraduate study programmes, issuing a decision published in the Official Journal. For the organization and the operation of a postgraduate study programme the competent bodies are the following: the Senate of a Special Composition, the Committee for Postgraduate Study Programmes which operates at HEI level, the General Assembly of a Special Composition, the Coordinative Committee of the postgraduate study programmes and the Director of Postgraduate Studies .
Doctoral programs last a minimum of 3 years, as determined by law. Some programs are structured while others are based on pure research. There was an increase in PhD programs due to the interdisciplinary nature of the topics related to research. In fact, both programs include teaching courses with research activities. Doctoral programs may include activities such as discussions, presentations, workshops, attending seminars or publications. The Law gives students the opportunity to create a doctoral program but only for those faculty that do not already have a post-graduate studies program .
At the end of the study period there is a written thesis that is discussed publicly in front of a committee of seven academic professors.

=== Universities in Country ===

The University of Athens is the most ancient University of the oriental Mediterranean.
The other main Universities are:
* Agricultural University of Athens
* Aristotle University of Thessaloniki (mirror)
* Athens School of Fine Arts
* Athens University of Economics and Business (AUEB)
* Democritus University of Thrace (campuses: Komotini, Xanthi, Alexandroupoli, Orestiada)
* Harokopion University of Athens
* Hellenic Open University
* International Hellenic University
* Ionian University
* National and Kapodistrian University of Athens
* National Technical University of Athens
* Panteion University of Social and Political Sciences
* Technical University of Crete (T.U.C)
* University of the Aegean (campuses: Mytilene, Chios, Karlovasi, Rhodes, Ermoupoli)
* University of Central Greece (campuses: Lamia, Livadeia)
* University of Crete (campuses: Heraklio, Rethymno)
* University of Ioannina (campuses: Ioannina, Agrinio)
* University of Macedonia (campuses: Thessaloniki, Edessa, Naoussa)
* University of Patras
* University of Peloponnese (campuses: Tripoli, Korinthos, Kalamata, Nafplio, Sparti)
* University of Piraeus
* University of Thessaly (campuses: Larissa, Volos, Karditsa, Trikala)
* University of Western Macedonia (campuses: Florina, Kozani)

[[Image:Greece_Uni.jpg|center]]

=== Technological Institutes of Higher Education in Country ===
* Alexander TEI of Thessaloniki (campuses: Sindos, Katerini, Kilkis, Nea Moudania)
* School of Pedagogical and Technological Education
* TEI of Athens
* TEI of Chalkida (campuses: Chalkida, Thiva)
* TEI of Crete (campuses: Heraklio, Chania, Rethymno, Agios Nikolaos, Ierapetra, Sitia)
* TEI of Epirus (campuses: Arta, Ioannina, Preveza, Igoumenitsa)
* TEI of Ionian Islands (campuses: Lefkada, Argostoli, Lixouri, Zakynthos)
* TEI of Kalamata (campuses: Kalamata, Sparti)
* TEI of Kavala (campuses: Kavala, Drama)
* TEI of Lamia (campuses: Lamia, Amfissa, Karpenisi)
* TEI of Larissa (campuses: Larissa, Karditsa, Trikala)
* TEI of Messolonghi (campuses: Messolonghi, Nafpaktos)
* TEI of Patras (campuses: Patra, Aigio, Pyrgos, Amaliada)
* TEI of Piraeus
* TEI of Serres
* TEI of Western Macedonia (campuses: Kozani, Florina, Kastoria, Grevena and Ptolemaida)

[[Image:Greece_Tei.jpg|center]]

== Higher education reform ==

Higher education reform
The existent Law 1268/82 governs the operation of tertiary education and was introduced by the Socialist Government (PASOK) in 1982. There were several changes made to this Law, in particular the 1404 Law of 1983 and the 2083 of 1992.
The main innovations brought about by Law 1268/82, which drastically changed the operation of universities, are the following:
* The old faculties were divided into departments, each of which corresponds to a university discipline area.
* The Chair system, which was the focus of the past organisation of universities, was replaced by the scientific sector (tomeas). The tomeas is responsible to a General Assembly in each Department.
* All policy decisions related to the various levels are taken by the appropriate General Assemblies which consist of all members of the teaching staff and a considerable number of undergraduate and some postgraduate students.
* Undergraduates have equal representation in the electoral bodies for the selection of the administrative heads of the University as the members of the academic staff.
* Members of the teaching staff form a single body with four levels: (i) lecturer, (ii) assistant professor, (iii) associate professor and (iv) professor. Only those belonging to the two upper ranks of the academic hierarchy are elected to permanent (tenured) positions. Appointments and promotion of all teaching staff is made by special electoral bodies, which meet together with the General Assemblies of the departments. New categories of auxiliary teacher, technical and administrative personnel has been created.
* Each university is administered by: (i) the Rector who is supported by two vice-Rectors, elected for a period of three years by an electoral college. The electoral college consists of all the faculty members, an equal number of undergraduate students and representatives of the technical staff, the administration staff, the graduate students, the teaching assistants and the foreign language teachers. Each of the latter groups has a representation which is 5% of the size of the faculty (total 25%), (ii) the Rectors’ Council, which consists of the Rector, the two vice-rectors, one representative of the students and one representative of the administrative personnel and (iii) the Senate consisting of the Rector and the vice-rectors, the deans of the university faculties, the heads of the autonomous departments, one representative of the teaching staff, one representative of undergraduate students from each department, one representative of administrative personnel and a number of representatives of the post-graduates students. All representatives are elected. The Senate is regarded as the top administrative agent of the University. Each faculty, comprising of relevant departments, is administered by: (a) the Dean, who is elected for three years by the General Assembly of the faculty, (b) a Council which comprises the dean, heads of the departments and one undergraduate student from each department and (c) the General Assembly of the faculty which consists of the General Assemblies of the departments.
Each department is administered by: (a) the head, who is elected for two years, (b) the Administrative Council which consists of the head, the directors of departmental sections and representatives of the students and of the technical or administrative personnel, and (c) the General Assembly of the department. The director of each sector, who is elected for one year, and the General Assembly of the sector are the administrative agents.
* A National Academy of Letters and Sciences (EAGE) and a National Council of Higher Education (S.A.P.) as already described, were established by the new law, as advisory bodies to the Government and as a co-ordinating supervisory agencies on teaching, research, undergraduate and postgraduate programmes, evaluation and appointment of academic personnel, creation of new universities or units in them, allocations of funds etc. However, the National Academy of Letters and Sciences has never functioned because of the negative reaction to it of the professorial body.
* The undergraduate studies were reorganised into "semester courses" and a basic structure for the promotion of graduate programmes was set up.

As stated above, Law 2083 in 1992, modified Law 1268 of 1982. The main modifications were the following:
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was reduced to 50% of the faculty.
# The election of the Vice-Rectors became a separate procedure from that of Rectors.
# A four-year plan for the creation and advertisement of teaching staff positions was established.
# The role of administrative bodies with a small number of members was strengthened.
# Members of the teaching staff were ranked according to the service they provide (full time or part-time employment).
# Two cycles of undergraduate studies were established. The first cycle has four semesters. Passing the examinations in all subjects taught during the first cycle is a prerequisite for the continuation of studies in the second cycle.
# Students who fail to complete their studies within the prescribed period of time, extended by two extra years, were not entitled to any kind of financial aid awarded by the state.
# Postgraduate studies and the functioning of research programmes was reorganised.
# Free distribution of academic textbooks was restricted only to students with low annual income.
# New academic institutions such as the Centre for the Greek Language, the Open University and the Committee for Evaluation of Higher Education were created.

The above measures have been further modified or abolished by Law 2188/94 (Minister of Education D.Fatouros) as follows (retaining the numbering above):
# The participation of students in the procedures for the selection of administrative bodies of higher institutions and in decision-making bodies was increased to 80% of the faculty.
# The election of the Vice-Rectors is not a separate procedure from that of Rectors.
# A one-year plan for the creation and advertisement of teaching staff positions was established.
Points 5, 6, 7 and 9 were deleted; 8, and 10 remained the same
Special regulations concerning "guest" students and the mobility of teaching staff and students were also introduced by the new law. This is an attempt to adjust the legal framework of Greek higher education to the context of European Union and to promote co-operation with other countries.
Finally, both the organisation and the functioning of the Technological Education Institutions (TEIs) is based on the Law 1404/1983, and Presidential and Ministerial decisions issued in connection with this Law. The TEIs are distinguished from the AEIs, in terms of their purpose, function (including their administration), staff qualifications and hierarchy, the length of programmes and the fact that they offer no postgraduate courses.
However, their organisation and operation is similar to those of the AEIs. TEIs are oriented towards the application of recent technological knowledge and practice, while AEIs are more science and research-based institutions. Thus, the TEIs have direct links with various productive enterprises where most of the students’ practical work is carried out.
TEIs are self-governing bodies enjoying academic freedom and freedom of teaching and
research. They are divided into schools and departments similar to those of AEIs. Each
TEI together with its schools and departments is administered by members elected by
the General Assemblies in which the teaching staff, an important number of students'
representatives and a number of support personnel representatives participate. The permanent teaching staff are grouped according to three scales: laboratory professors, assistant professors and professors. Possession of a doctorate is a necessary prerequisite for appointment to the rank of professor.
The new law for TEIs provides for the establishment of two Advisory Services at the MoE to offer TEIs advisory support. They are: (a) the Council for Technological Education (Symboulio Technologikis Ekpedefsis - STE), (b) the Institute for Technological Education (ITE). In addition there are Regional Technological Councils whose role is to facilitate the formation of links between TEIs and productive units for economic and any other support .
The legal basis for the organization of university, is the Article 16 of the Greek Constitution which declares that education is a fundamental mission for the State. In addition, it states that higher education can be provided exclusively by institutions which are legal and independent entities under the public law, and it forbids to private institutions to provide university courses. The current situation is changing: in the Greek Parliament there are extensive debates on the amendment of this article, that will enable private non-profit HEI, with some prerequisites for quality .
This new Law “The Reform of the Institutional Framework for the Structure and Operation of Higher Education Institutions” was submitted to the Plenary of the Greek Parliament and was approved on 8 March 2007.
This law regulates the structure of secondary education and is based on Law 1268/1982 that covers only the university sector. The technology sector has a different legislative framework (Law 1404/1983) and up to 2001 the TEI were not regarded as institutions of higher education. The new Law 3549/2007 specifies that the university education comprises two parallel sectors, university and technology, and refers to both types of institutions. This law wants to transfer more responsibility to the HEI, through the internal regulation. The status of the rector is valued: he can be elected by all students and staff and will have the power to exercise legal control and appoint the academic staff.

The most important innovations introduced by the new Law 3549/2007 obligate HEIs:
* to compile internal regulations in order to ensure their even operation and enhance their autonomy;
* to compile a four-year academic-development programme, where their mid-term and long-term goals will be defined and their strategy will be planned;
* to elect their leadership through immediate and collective participation of the academic community groups in the election procedure. The position of HEI Secretary has been introduced for the better management of administrative and financial matters;
* to redefine the concept of academic immunity (asylum);
* to enhance student support services and assign tutors to students;
* to adopt measures in support of students from weaker financial classes such as: compensative scholarships, interest-free educational loans as well as support provided to disabled students;
* to enhance their libraries;
* to establish social accountability and transparency procedures;
* to enhance the European and international dimension of Greek higher education.

Other issues, which should be defined by the internal regulations, are added in the new Law 3549/2007:
# the deontological rules for all the members of the academic community as well as the procedures and the control bodies established for their observance;
# the operation rules of the collective bodies and the obstacles to the participation in those bodies;
# the participation in research or other programmes;
# the operation of the student support services and the exercise of a tutor’s duties by teaching and research staff members;
# the general rules for operating libraries, study and reading rooms of an institution;
# the extent, procedures and requirements for awarding exchange scholarships to students;
# the procedures and requirements for ensuring the safeguarding of the institution and its property in the most efficient way;
# the proportion between obligatory and optional courses of the syllabus and the necessary requirements for students’ participation in all exams;
# the procedure for designing and revising the four-year academic and development program as well as the annual report;
# the specialization of the prerequisites and procedures for the election, advancement or permanent appointment of teaching and research staff members or research staff members;
# the way representatives of the teaching and research staff members or of research staff members from every section are appointed in the General Assembly of a department;
# the composition of the support secretariat for the Secretary of the institution, the qualifications, the selection procedures and the competencies of the Secretary of the institution;
# the way the electoral procedures are conducted for the emergence of the collective bodies of the institution; and
# the integration of the decision made by the qualified body of the HEI with regard to the designation of the HEI’s areas covered by academic asylum.

“''Our aim is to ensure that our HEIs have the necessary resources to continue to fulfill their full range of purposes. Those purposes include: preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base; and stimulating research and innovation.”''
[Ministers for Higher Education, London Communique, 18 May 2007]

=== The Bologna Process ===

Greece is a founding member of the Bologna Process (1999). Beginning with 2004, intensive efforts have been made in order to implement everything agreed within the framework of the Bologna Process. While in all the other European countries reforms were rapidly implemented, in Greece delays occurred. Today, 46 countries, including Greece, actively participate in the creation and establishment of the European Higher Education Area; Greece is a member of the Bologna Follow-Up Group and was a member of the Board during 2005-2006. Greece also takes part in the Stocktaking Group and in the External Dimension Group (2005-2007). As a member of the European Union, Greece participates, within the framework of the Lisbon Strategy, in the effort to “make Europe the most dynamic Knowledge Society worldwide” and can only go along with the decision of the heads of states and governments made in Barcelona in 2002, which sets the Bologna Process as the basis for cooperation in higher education.

The most important legislative reforms and developments relating to the Bologna Process since Bergen are the following:

'''''Quality Assurance, ECTS, Diploma Supplement'''''

Law 3374/2005 regulates quality assurance in higher education, the establishment of the European Credit Transfer and Accumulation System and the Diploma Supplement. The law establishes for the first time a national system of quality assurance in Greek higher education, which addresses both universities and TEIs. It also realizes the commitments undertaken by the Ministers of Education in Berlin (2003), complies with the European Standards and Guidelines suggested by ENQA and its partners (EUA, EURASHE, ESIB)
and adopted by the Ministers of Education in Bergen (2005), fully respects the autonomy of the institutions and ensures student participation. The above law determined the obligatory application of a credit system, fully compatible with the European Credit Transfer and Accumulation System (ECTS), for all undergraduate and postgraduate study programmes.
Moreover, Law 3404/2005 , which regulates operational and study issues, further contributed to the improvement of the quality of TEIs and established new permanent positions for the educational staff.

'''''Recognition of Degrees'''''

Law 3328/2005 for the establishment of a new Agency for Degree Recognition (DOATAP) was created in order to simplify the procedures for recognition of degrees and study periods. DOATAP is a member of the NARIC network.

'''''The European Dimension, Recognition of Joint Study Programmes and Mobility of Students and Staff'''''

Law 3404/20055, Article 23 on Joint Postgraduate Study Programmes and Joint Doctorates, gives universities the possibility to award double, multiple and joint degrees and allows the use of a language other than Greek in postgraduate study programmes. Thus, it enhances the cooperation between Greek and European HEIs, the mobility of students and academic staff and the European dimension of Higher Education. Moreover, Law 3549/2007 also stipulates the possibility to organize undergraduate study programmes in languages other than Greek.

'''''Lifelong Learning'''''

Within the National Strategic Development Plan (2007-2013), an intergraded lifelong learning policy has been planned because Greece has significantly fallen behind compared to the other European countries. Thus, with the cooperation of the Ministers of Education and Employment, the National System of Connecting Vocational Education and Training was established and the framework for the organization of lifelong learning was created with Law 3369/2005. This law was recently supplemented with Law 3577/2007 .
As far as higher education is concerned, Law 3369/2005 on Lifelong Learning enables the universities to establish and run lifelong learning institutes and have additional revenues, since they can charge fees for training courses. The substantial participation of HEIs in lifelong learning places universities at the centre of the social and financial life of the country and of the region where they are located. They provide citizens with new and often innovative and flexible opportunities for regular and distance-learning and, at the same time, they assume a key role for the adaptation of the workforce to the structural and
technological changes rapidly taking place in the professional fields today. Moreover, the Hellenic Open University, whose study programmes are mainly addressed to the working population, has been facing a rapid development as new programmes were added in all three cycles and new training programmes were created.

'''''The External Dimension of the Bologna Process'''''

Law 3391/2005 regulates the establishment of the International Hellenic University and aims at enhancing student mobility. Moreover, as a member of the External Dimension Group of the Bologna Process, Greece organized a Bologna Seminar on “Putting European Higher Education Area on the Map: Developing Strategies for Attractiveness”, which took place in Athens, on 24-26 June 2006. The participants were mainly higher education stakeholders from the countries participating in the Bologna Process, but also representatives of OECD non-European and Mediterranean countries, representatives of the European Commission, consultative members of the Bologna Process as well as
representatives of international and student organisations (ESIB and AEGEE). The Bologna Seminar meant another step forward in defining the external dimension of the Bologna Process, stressed the need to enhance and bring out the quality of the European Higher Education Area and the need for adopting a concrete strategy on the attractiveness of the European Higher Education Area, which will be the European answer to global challenges.

'''''Mobility through Cycles, Access and the Removal of Obstacles'''''

A series of legislations resulted in the upgrading of those institutions belonging to the non-university sector and, with the exception of the higher ecclesiastical academies, are under the main supervision of other ministries. Thus, these institutions will issue Bachelor’s degrees and their graduates will be able to continue studying in the two next cycles at universities.
─ Law 3432/2006 upgrades the status of the higher ecclesiastical academies supervised by the Ministry of National Education and their degrees become equivalent with those of the higher education institutions.
─ Law 3413/2005 allows higher military schools (supervised by the Ministry of Defense) to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities).
─ Law 3450/2006 upgrades the status of the merchant maritime academies (supervised by the Ministry of Mercantile Marine) which are currently able to participate in consortia with universities for the establishment of postgraduate study programmes and research programmes (degrees are awarded by universities). Moreover, Law 3475/200612 regulates, among others, the access of secondary vocational education students to the higher technological sector.

'''''Student Participation'''''

Full participation of students in the governance bodies of HEIs has been ensured. Moreover, student unions participate in the National Council of Education, while Law 3374/2005 on quality assurance has also ensured students’ participation in quality assurance procedures. In addition, the Minister of Education and Religious Affairs has
signed Law 3443/200613, which enacts local youth councils and their participation in local governance, so that young people can become active citizens.

== Administration and finance ==

The Ministry of Education and Religious Affairs (ΥΠΕΠΘ/YPEPTH) is responsible for the administration of all the schools in the country: an administration carried out through the Central and Regional Services and through councils of a consultative and scientific nature that have been created and function in the Ministry’s Central and Regional Services.
Higher Education Institutions (AEI), are self-administered legal entities under public law and the Minister exercises supervision and monitors the legality of their actions and decisions through the Ministry’s central services.

'''''National level'''''

The Minister of National Education and Religious Affairs has the main responsibility for the planning and implementation of the education policy. In his/her task is seconded by two Deputy - Ministers who have specific areas of responsibility.
Under the Minister of Education also come: the General Secretariat for Youth (ΓΓΝΓ/GGNG) whose task is to secure and promote the rights of young people; the General Secretariat for Adult Education (ΓΓΕΕ/GSAE) responsible for planning, co-ordinating and implementing policies on a national scale and with regard to Greek expatriates, actions related to Lifelong Learning and especially: basic adult education, general adult education and training, socio-cultural training and education, open distance learning, as well as training of trainers.
Lastly, under the Ministry of Education also falls the General Secretariat of Religious Affairs that supervises the application of the government policy in the field of religion.
The administrative structure of the Ministry of National Education and Religious Affairs
(ΥΠΕΠΘ/YPEPTH) includes a vertical structure of Departments, Directorates, General Directorates and Integrated Administrative Sectors.
There are six Integrated Administrative Sectors (University Education, Administration of Community Support Framework Programmes, Greeks Abroad and Inter-Cultural Education, Studies, Training and Innovation Issues, Technological Higher Education, Audiovisual Teaching Aids, Education TV, Libraries and Historical Archives) headed by Special Secretaries, appointed by a joint decision of the Prime-Minister and the Minister. The Heads of the General Directorates are Directors General that are selected from among the permanent administrative officials by a Special Service Council. They are responsible for planning activities, coordinating the operation of the Directorates and Administrative Sections under them, evaluating the policy pursued in their sphere of competence and drafting proposals to be sent to the political leadership of the Ministry of Education.

'''''Regional Level'''''

In the context of the education decentralisation policy, Administration is exercised at a Regional Level by the Regional Education Directorates while, at a prefectural level, by the Directorates and the Primary and Secondary Education Offices, Regional Service Councils and Education Committees.
For administering and monitoring the operation of Primary and Secondary Education Institutions there is the Regional Education Directorates which relate directly to the Minister of National Education and Religious Affairs. Each Regional Education Directorate consists of the following Departments: a. Administration, b. Scientific-Pedagogic Guidance of Primary Education and c. Scientific-Pedagogic Guidance of Secondary Education.

'''''Local Level'''''

At local level (municipality or community), there are Scholikes Epitropes (School Committees), Municipal or Community Legal Entities, that manage the funds allocated to cover operating expenses for one or more Primary and Secondary schools depending on the local needs as evaluated by the competent local authorities.
The School Committees are assigned to manage the budget for the operational costs of Primary and Secondary Schools and to support the administrative operation of school units.

'''''Funding'''''

The sources of funding of Greek university are the regular state budget and the Program of Public Investment, which has two levels, one national, financed with national funds, and the community one, which includes European funds (Operational Programme for Education and Initial Vocational Training – O.P. “EDUCATION”, 2000-2006).
This second type of funds include the modernization of university education and the creation of new infrastructures, studies and materials and funds for research.
The Minister of Economy and Finance, Minister of Education, Universities and TEI are the entities involved in the distribution of funds, both those of the state budget and those of the Program of Public Investment. Although it is an informal process, as a good practice, the Minister of Education along with the Rectors’ Conference and the Conference of the TEIs’ Presidents agree upon the total amount and the allocation of funds. Then, each individual HEI cooperates with the Ministry of National Education in order to define the annual amount based on the Unified System of Allocation Criteria of the regular state budget.
The budget allocated to education is increasing year after year, and a satisfactory rate is assigned to university education. In compliance with the OECD, in 2003 was dedicated to education university the 1,3% of GDP: according to Eurostat data, Greece is the European country to increase their funding for higher education, with a approximately 98% (EU average: 82.8%); on the contrary, the contributions that come from households and private funds are approximately 1% .
In fact, Greece is one of six states of the European Union that does not require charging for university education. The funds for universities and TEI come regularly from the national budget and are used primarily for operating expenses that include: the payment of teachers and research staff, students’ blackboards and textbooks and teaching materials. In relation to the budget of 2007, about 1.5 billions of euros have been allocated to universities, TEI and to the Academy of Athens, while 832,000 euros are for the Hellenic Quality Assurance Agency. The funds of the Public Investment Program is intended to infrastructure, studies and educational materials.

== Quality assurance ==

Until 2005 there was no system of quality assurance in university education, until it was enacted with the 3374 Law .
This law has established a quality assurance system for the entire university education, which includes both the technology sector and the university one. This law complies with the European standards and guidelines suggested by the European Association of Quality Assurance (ENQA) and its partners (EUA, EURASHE, ESIB / ESU), which were adopted first by the Ministry of Education in Bergen.
The Greek Quality Assurance System includes:
* internal assessment
* external review
* publication of results
* participation of students
* peer review

The university system evaluation is coordinated and supported nationally by an independent and specific authority for the assessment, called the Hellenic Quality Assurance Agency (HQAA) and supervised by the Ministry of Education.
The Hellenic Quality Assurance Agency (HQAA), established by Law 3374/2005, also has a consultancy role since it keeps the competent bodies of the state and the higher education institutions informed on current international developments and trends in the relevant issues.

This agency is based in Athens and is made up of 15 members appointed by the Minister of Education who remain in office for 4 years and can not fill this role for more than twice, whether consecutive or not, and are also allowed foreign experts. The President must be an academic with an internationally recognized authority and with a significant research activity, preferably with experience on qualitative issues and on the development of the education system. The other members are representatives of the academic staff of universities and technology institutes, students, researchers and social partners.
This agency ensures the transparency of the evaluation procedures and its mission is to support the organisation of the university education through the implementation of procedures: improving the quality of university education by informing the state and HEIs on international developments and trends, promoting research in the area.
In particular, some of the major responsibilities for HQAA are:
* The HQAA plans, coordinates and supports HEIs’ evaluation procedures;
* Employs guidelines and standards to specify and review the form of HEIs’ evaluation reports, as well as the evaluation criteria and indices;
* Compiles, keeps and revises the Register of independent Greek and international experts and specialists in the area of Quality Assurance;
* Collects information and maintains a database with data from the evaluation reports of all Greek HEIs;
* Performs studies and carries out research in order to develop the methodology, techniques and applications of quality assurance and keeps all competent bodies of the state and the Greek HEIs up-to-date;
* Maintains mutual cooperation with corresponding foreign organizations and represents Greece in international quality assurance networks;
* Publishes the evaluation results and the measures adopted for quality assurance and improvement of higher education.

The law divides the evaluation process into two levels: the internal and external evaluation.
The internal evaluation is the first step for the external assessment and is carried out by each academic unit (that is the subject of the evaluation) and consist of the systematic assessment and recording of instruction, research or other activities in relation to the objectives and mission of the HEI . To take part in this internal evaluation, which lasts two semesters, are research and teaching staff members, scientific and administrative staff member and student representatives.
The criteria and evaluation indices concern the quality of teaching and research activities, the quality of study programs and other services provided by HEI. These indices and criteria are standardized and specified under the guidelines of HQAA and depend on the field of studies of each academic unit.

The '''internal evaluation''' is being conducted under the responsibility of each academic unit in cooperation with the Quality Assurance Unit, a body found in every HEI to coordinate and support the assessment procedures.
An internal evaluation report contains cumulative information with quantitative data on students, teaching-research staff, educational and other scientific staff, administrative staff, infrastructure, student welfare etc. The HEI’s Internal Evaluation Report is compiled every two years by the QAU and sent to the HQAA.
The external evaluation process is repeated every four years at the latest with the cooperation of HEIs and the HQAA. The external evaluation is carried out by the External Evaluation Committee (EEC), which consists of five members from the register of independent experts kept at the HQAA. One of the members of the EEC may be nominated by the academic unit under evaluation but the remaining members are elected by the HQAA. The participation of at least one foreign expert and one representative from a professional or other scientific union in the External Evaluation Committee is also desirable. The EEC takes into consideration the self-evaluation report and makes an in situ visit to the evaluated academic unit, which has to facilitate as much as possible the committee’s work with supplementary information, discussions and contacts with the members of the academic unit. The EEC compiles the draft external evaluation report with the secretarial and administrative support of the HQAA and this draft report is then notified to the academic unit under evaluation, which then has to submit its remarks within a fifteen-day time limit from the date of the notification of the draft.

The '''external evaluation''' is completed within four months with the External Evaluation Report which is submitted to the HQAA. After the evaluation processes have been completed the HQAA makes the External Evaluation Report public. The External Evaluation Report includes the independent experts’ analyses, findings, and recommendations for the measures that need to be taken in order to improve the quality of the task of the institution.
There is only one body with the task of the recognition of foreign degrees and periods of study: the National Academic Recognition and Information Center (Hellenic NARIC – DOATAP): it is responsible for the recognition of study titles issued by foreign higher education institutions, both universities and foreign technological institutions and for providing information on studying in Greek HEIs. The Hellenic NARIC is located in Athens and is supervised by the Ministry of National Education and Religious Affairs. The Hellenic NARIC also has a consultancy role on issues concerning the recognition of foreign degrees and is the responsible body for the elaboration of the Action Plan for Recognition submitted in the London Ministerial Conference .

== Country's HEIs in the information society ==

=== Towards the information society ===

Today one of the main priorities of Greek educational policy is continuous improvement, with respects to the integration of ICT, into the educational sector. Numerous actions have been implemented and are being further developed in relation to ICT integration; such actions are coordinated by the Ministry of Education and Religious Affairs in the framework of the Information Society Programme .
In the framework of this programme, the infrastructure (broadband connections across the country, networks, and computer equipment) is being further developed and maintained, digital content and services (educational software, educational portals, educational services, e-management) are being enriched and expanded and teacher training
continues to emphasise the exploitation of new technologies in educational practice.
Moreover, the following pilot Actions are being planned and implemented:
the distribution of laptops to students, the development of the “ideal school lab”, the development of virtual teacher training, virtual learning environments and virtual content management systems, on-line interactive educational TV.
At the same time, the Hellenic Ministry of Education and Religious Affairs has launched a coordinate effort for the utilization of ICTs and their incorporation into the everyday educational procedure. This effort is implemented in the fields of the third Community Support Framework mainly from the Operational Program of Information Society, (OPIS) under the direct supervision of the General Secretary of the Hellenic Ministry of Education and with the support of the Hellenic Ministry of Education Information Society office and the "Strategy for ICTs in Education" Committee.
It is constructed onto four lines of action:
* Installation and support of network and computational equipment.
* Development of software and digital content for educational and administrative purposes (educational software, information systems, Internet content e.t.c.).
* Training of the educational community on ICTs, targeting to the utilization of the above areas.
* Modernization of administration areas.

The aims of this Strategy are:
* The incorporation of ICTs in the teaching process.
* The support of the Informatics lesson taught in high school, senior high school and technical school.
* The support of every cognitive area through the use of ICTs.
* The elimination of digital illiteracy and variations on ICT skills.

=== Information society strategy ===

Since 2002, there are activities targeted to the elaboration of a systematic approach towards :
* Compliance with EC directives regarding e-Accessibility
* Initiatives related to e-Inclusion in the context of the Operational Programme "Information Society" of the 3rd Community Support Programme (Secretariat for the Information Society, Hellenic Ministry of Economy and Finance) in the domains of: Education and Culture, Health, Employment, Public Administration, Telecommunications.
The Digital Strategy 2006-2013 is addressed to the challenges of the 4th Community Support Programme and i2010:
* Infrastructures (broadband access, development of accessible one –stop shops, subsidies for ICT equipment for specific population groups)
* Education (incentives for the development of accessible educational content and distant learning)
* Health (Accessible regional e-health services, universally accessible health records and other related information)
* Public administration (accessible e-services for the regional government, digital content and information services, an important example is the International Call for Tenders conducted by the Greek Pedagogical Institute in 2006. It aims for the development of a digital library and its best practices in certification and implementation of educational software).
The digital strategy 2006 – 2013 replaces the “white paper” for the information society and strengthens the role of the existing Operational Program for the Information Society, by re-examining its goals. At the same time, the new digital strategy meets the challenges of the 4th Operational Period (2007-2013) and is compatible with the new European policy for the Information Society “i2010” and with the “Jobs and Growth” action plan, both of which were outlined in the first semester of 2005.

== Virtual Campuses in HE ==

=== Interesting Virtual Campus Initiatives ===

==== The Hellenic Open University ====
In 1992, while attempting to reform the institutional framework of higher education the establishment of the Hellenic Open University (Elliniko Anoichto Panepistimio - ΕΑΠ/EAP) was decided. HOU is the only HEI that providing distance education at all three levels (undergraduate, postgraduate and doctorate) as well as training courses. It was finally established in 1997 and began operating in 1998. Like all the other public universities in Greece, the Open University is a legal entity of public law, completely independent and autonomous . It was established by Law 2083/92 and it is seated in Patras but various activities such as consultative meetings and exams are organized in eight Greek cities (Athens, Thessaloniki, Patras, Heraklio, Ioannina, Xanthi, Piraeus and Larissa).
HOU’s overarching characteristics were defined and formed by the first administrative committee’s decisions (time period 1995 to1997) and was significantly informed by the British Open University model. This historical legacy significantly influenced the formation and operation of the institution .
The model of the tutor-counselor, as employed at the British Open University (Sewart, 1980), has also been adopted by the HOU. HOU’s planning and organization of its program offerings are based on explicit goals, clear guidelines, and detailed instructions to guide its students and its tutors. According to its instructional publications, HOU adopted Holmberg (1989) ideas on the central role distance learning materials play in students’ mastery of distance learning studies. HOU also faces internal and administrative challenges, some of which do not support or assist in developing its distance learning methods that can be easily delivered via ICT. The HOU, nonetheless, is welcomed and supported by most Greeks, primarily because it offers them a second choice and, sometimes, a chance at accessing the fruits of education. In the academic year 2006-2007, HOU served 15,026 undergraduate and 8,624 graduate students enrolled in six undergraduate and 24 graduate courses .

The mission of the Hellenic Open University (ΕΑΠ/EAP) is to provide distance undergraduate and postgraduate education and adult education, by developing and utilising appropriate educational materials and teaching methods. Among the goals of the HOU is to promote scientific research in a flexible and innovative way and to develop technology and methodology in the field of distance learning and also to offer University studies to those who cannot attend classes or laboratories for whatever reason.
The ΕΑΠ/EAP organises:
* Undergraduate study programmes leading to a degree.
* Postgraduate training programmes that lead to certification of training.
* Postgraduate training programmes that lead to a postgraduate specialisation degree or doctoral degree.

During the process of student selection, priority is given to applicants who are over twenty-three years of age, therefore, most of the students are employed and their average age is of 30-40 years old. Moreover, students with special needs are admitted to the Hellenic Open University and the available places for them amount to an additional three percent of the set number of places for undergraduate study programmes. For admission to an undergraduate programme a high school degree is necessary. The number of applicants is usually much greater than the number of offered places and this why candidates are selected by electronic lot in the presence of a district attorney for ensuring transparency.
HOU has introduced some innovations in the Greek higher education system. These are :
# Studying exclusively through distance learning.
# The application of a modular system and the replacement of courses by the flexible form of modular courses, which can be easily altered, according to the social and educational needs at the time.
# Introduction of a five-level educational system that covers all levels from post-secondary vocational training to doctorate level.
# Foundation of a University Laboratory for Educational Material and Methodology Research.
# Foundation of a University Evaluation Unit.
# The simplification of governance structures with the abolition of the Rectors’ Council and the establishment of a flexible Senate.
# The introduction of HOU’s basic functional unit, the Course Modules that cover a specific study field at undergraduate or postgraduate level. Each course module is equivalent to three semesters in a Greek university.
HOU consists of four schools: the School of Humanities, the School of Social Science, the School of Science and Technology and the School of Applied Arts. These schools award Bachelor, Master and PhD degrees and certificates of training or of attendance. The average time for studies is six or seven years for the undergraduate studies and four years for the postgraduate studies. HOU is a rapidly developing higher education institution. Only two study programmes in 1998 compare to the thirty-one that operate today (2006-2007).

At the same time, there is a rapid yearly increase in the number of students, and the number of applicants exceeds the offered places of study.

[[Image:Greece_HOI.jpg|center]]

===== Teaching Method =====
The objectives of the Hellenic Open University (ΕΑΠ/EAP) are achieved through the use of methods of teaching and learning from a distance. These methods are based on high quality educational material which must be appropriately developed in terms of both form and content in such a way as to guarantee high quality self-education and frequent assessment of students. This material is traditional (books, notes, evaluation forms), audio-visual (sound tapes, videotapes, optic discs) and in any other electronic form (multimedia and Internet).
Most educational materials used by HOU are original, that is they are created by a team of experts. This team, for example, determined responsibilities and frames within which each team member operated. Members included: a writer, who wrote the material following particular specifications demanded by form and content; an academic responsible for each program; a reader, who ‘fact checked’ the study texts for scientific quality; and, finally, a DE expert who ensured that all texts complied with the pedagogical principles needed to support effective DE delivery. Construction of distance pedagogical scientific knowledge, within the creation of original educational material produced by HOU, reflects: a) strong classification of material based on strict specifications and the involvement of special scientists in the scientific area that ensure the scientific validity and reliability of HOU’s learning materials, b) strong framing because the relationship and terms of collaboration are pre-determined and everyone works on specific, known, and irrefutable rules. In certain cases were the writers were unable to adapt their work to the specifications required, projects were cancelled .
The pedagogical practices, as formulated in the HOU, with the criterions of the ‘power of framing’ and ‘PECS’ are now examined :
# In the HOU, educational material packages consist of: books, cassettes, videos, CD-Rom, and educational software supported through the use of ICT (Act 1/7-11-1995). The creation of an electronic bank of educational material (i.e., learning objects) is currently under consideration (Act 18/11-12-1996).
# Modules are accompanied by detailed timetables of study and students deliverables in the form of written work and tests (HOU, 2002). Thus, the following are determined:
#* Lock-step sequencing of DE contents provides students a timeline for learning and knowledge acquisition. Students are also given instructions on the applicability of additional learning materials available to them to help them master the subject material on a deeper level (i.e., additional texts, books, and audiovisual materials that are not part of the course per say, but are nonetheless helpful).
#* HOU students learn in a paced environment. HOU’s academic year is divided to 32 weeks, beginning the first week of October. Students are made aware of the time they need to spend to study of each chapter (e.g., one or two weeks) and of deadlines and timelines they must meet in handing in their written work and assignments.
# By regulating all facets of students’ studies, evaluative criteria are determined. That is, the questions concerning the rights and obligations of teachers and students in sub-areas such as ‘communication’ are defined. For example, teachers must be available for student consultations during specific times; moreover, all comments on all written assignments must be returned to students within 15 days of receipt. In terms of quality assurance, HOU evaluates its teachers via a student questionnaire that asks pointed questions as to whether or not teachers failed, met, or exceeded students’ expectations on basic criteria such as timeliness, accessibility, and instructional efficacy.

HOU uses a comprehensive regulatory framework to support its students. As such, strong framing exists concerning ‘relationships’ cultivated inside the institution itself. Indeed, HOU is uses clearly defined hierarchical relations of power on two levels:
# First, HOU’s administrative committee decides the general policy of the institution. The chairman plays a central role in providing direction and guidance to the administrative committee. For example, A. Lykourgiotis, the first chairman of the administrative committee, when taking into consideration the opinions of committee, formally articulated HOU’s educative and organizational features (Koustourakis, 2006). This shows strong framing in the rule sequencing/ pacing and criteria and in the regulative rules between academic personnel, tutors, and HOU’s administrative committee.
# The second level concerns the operation of HOU’s various programs and modules. In this case, HOU’s program directors and module coordinators coordinate and supervise how established instructional policies will guide HOU’s various programs and study modules. Sub-committee teams comprised of instructional personnel (i.e., teachers and tutors) working on specific modules, participate in this process. At first glance, this appears to show relatively weak framing in terms of communication among the teachers/ tutors. The coordinator of each module, however, is typically a member of the HOU’s academic personnel, and their decision is central in that this person determines and directs daily the work flow of the overall team that must deal with HOU’s day-to-day procedural affairs, such as the formulation and/ or choice of subjects on offer, pedagogical approaches that should be best taken, and the development and administration of final written examinations.

The methodology used for EAΠ/EAP Undergraduate Programmes of Study is that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* laboratory practice of students at the laboratories of the EAP at Patras (wherever this is provided in the Curriculum);
* final and repeat examinations held for each thematic unit all over Hellas at the same time.

The undergraduate students can attend the programme of studies of their choice from wherever they live in any region of the country or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens, Thessaloniki, Herakleio, Ioannina, Xanthi, Piraeus and Larisa.
As regards the ΕΑΠ/EAP Postgraduate Programmes of Study leading to a Postgraduate Specialisation Diploma (ΜΔΕ/MDE) or to a Certificate of Postgraduate Study, the methodology used is also that of distance learning, which for each thematic unit includes:
* five (5) meetings of tutors with students;
* four (4) to six (6) compulsory assignments which are sent to the tutor;
* distance counselling communication between the tutor and students;
* final and repeat examinations.
The postgraduate students can attend the programme of studies of their choice from wherever they live in any region of Hellas or abroad. The tutors’ meetings with the students will be held in the following cities: Patras (ΕΑΠ/EAP head offices), Athens and Thessaloniki.

===== Courses offered =====
'''Degrees'''

* Studies in the Physical Sciences
* Information Science
* Administration of Businesses and Organisations
* Studies in Hellenic Culture
* Studies in European Culture
* Spanish Language and Culture

To complete the undergraduate programme and be awarded a degree, the student must successfully complete and be examined in at least twelve (12) Thematic Units. The student selects from one (1) to three (3) Thematic Units per year .

'''Postgraduate Specialisation Diplomas (ΜΔΕ/MDE)'''

* Administration of Tourist Enterprises
* Administration of Health Units
* Administration of Health Services of the National Health System
* Banking
* Administration of Cultural Units
* Environmental Planning of cities and buildings
* Environmental Planning of infrastructure works
* Quality Assurance
* Postgraduate Specialisation for English Language Teachers
* Postgraduate Specialisation for German Language Teachers
* Postgraduate Specialisation for French Language Teachers
* Studies in Education
* Adult Education
* Seismic engineering and anti-seismic structures
* Technical Works Management
* Postgraduate specialization in computer systems
* Studies in Orthodoxy
* Graphic arts – Multimedia
* Waste management
* Advanced studies in Physics
* Environmental degradation and protection
* Postgraduate specialization for Physical Sciences Teachers
* Postgraduate studies in Mathematics
* Business Administration (MBA)

For students to complete their postgraduate studies and receive their MDE, they must have completed and been successfully examined in four (4) thematic units. Another requirement is a thesis that reflects the content of one or two Thematic Units according to the programme. For students to complete their postgraduate studies and receive their Certificate of Postgraduate Study, they must complete and have been successfully examined in one (1) Thematic Unit (duration of studies at least one academic year).

Comparing the educational practices between HOU and conventional Greek universities, however, is like comparing apples to oranges. While traditional universities operate in a teacher-centered context, HOU students are placed at the epicenter of HOU’s educational process. HOU students must learn how to learn at a distance. Clearly, this demands more flexible practices on the part of HOU in terms of providing student support, from writing student-centered educational materials designed to meet the needs of adult learners learning at a distance, to the level and dynamics of online communication between students and tutors, to the support of student-centered learning, to the deployment of Group Advisory Meetings, and most importantly motivating students to cognitively process and synthesize and learn the course materials by themselves with only a tutor there as a “guide on the side” to help them succeed in their learning journey. In the last case, elements of interpretative epistemology enter the HOU, which is aimed at making the institution friendly and accessible to its students by supporting and encouraging their self-driven effort for education and training.
The majority of HOU’s students are busy adults juggling family and work responsibilities, while studying part time. HOU’s role of the tutor, which is based on the British Open University exemplar, currently shows weak framing in terms of students-tutor relationships. This is why the development and deployment of ICT is helpful for the success of HOU’s students. Such technologies not only help build working relationships between tutors and students, but also help students to help themselves to the panoply of online resources and educational materials that can help them learn at a distance. Unfortunately, HOU currently lags behind many other open and distance education institutions in the world, specifically in terms of incorporating and using ICT to support and aid students in their learning. The lack of suitable online educational (digital) materials, coupled with the reality that computer and Internet usage in Greece – primarily due to high cost of access – remains low, means that HOU faces significant challenges in terms of supporting students using ICT. The good news, however, is that this is slowly changing, as reflected in the high-level use of ICT by the HOU for administrative purposes.

=== Interesting Programmes ===

'''Aristotle University of Thessaloniki'''

Aristotle University in Thessaloniki is innovative since 1995 where takes place the first pilot applications for the exploitation of new technologies in education within the 1st EE funded project. Since 1997, there is an important effort to transform the bigger university in Greece in dual mode university that can provide a great part of graduate and postgraduate programs with both traditional methods and distance learning, with the creation of 6 virtual tele-classes and one tele-conference room. Academic community members can participate in distance learning activities, educational seminars and conferences with experts. A great number of teleconferences sessions took place within these last 8 years between Aristotle University and other academic units all over the world, where students and faculty from all participating universities had the opportunity to attend lectures, to participate in international conferences and to effectively train through seminars professionals such as teachers in all levels of education in new technology aspect.

'''University of Macedonia in Thessaloniki'''

The University of Macedonia, located in Thessaloniki, has a great laboratory with a significant experience and expertise in coordinating and participating in a large number of national and international research projects under FP5/IST, FP6/IST, Interreg. The laboratory has also provided consulting services for the European Commission as well a number of national organizations e.g. Ministry of Interior, Prefecture of Thessaloniki, Region of Central Macedonia etc. and it has collaborated with a large number of major academic institutions, research organizations, private enterprises and public authorities in Europe. There are many completed and running projects in this area, both Greek and European; for example, Innovative Enterprise Architecture Education and Training Based on Web 2.0 Technologies (EATrain2).
The aim of the EATrain2 is to identify the training and educational needs of employees in both public and private sector and of university students and to fulfil these using innovative pedagogies and practices based on Web 2.0 technologies and active, problem-based learning approaches. The main result of the project is expected to be: the empowering of Universities, VET organizations, students and employees through innovative training, teaching methods and practices based on Web 2.0 technologies. EA training and teaching material for students, public employees and private employees and an education and training platform based on Web 2.0 technologies.

'''The National & Kapodistrian University of Athens'''

The Asynchronous eLearning Platform is a complete Course Management System that supports Asynchronous eLearning Services via a simple web browser. Its goal is the incorporation and constructive use of the Internet and web technologies in the teaching and learning process. It supports the electronic management, storage and presentation of teaching materials, independently of the spatial and time limiting factors of conventional teaching and creating the necessary conditions for a dynamic teaching environment.
The introduction of eLearning into the traditional teaching process provides new capabilities and allows new means of interaction between students and teachers, through a contemporary technological peak environment.
The Open eClass platform, used by the University, is a complete Course Management System. It is the solution offered by the Greek Academic Network GUnet to support Asynchronous eLearning Services. It is mainly designed, developed and supported by the GUnet Asynchronous eLearning Group and is distributed for free as open-source software.
The incorporation of asynchronous eLearning services offers new possibilities in education, providing interaction and constant teacher-student communication. It is said, at the same time, that electronic organization, storing and presentation of educational material, regardless the limiting factors of place and time of typical teaching, is supported, forming the conditions of a dynamic educational setting. The Open eClass platform is designed with the goal to bring new actions that promote its corporate utility in the already existing educational patterns into effect.
The main user role is that of the teacher who can create practical and functional electronic courses easily and quickly, using the educational material provided (note, presentations, texts, pictures, etc). At the same time, students attain an alternative entry channel to the knowledge offered. Finally, the Open eClass platform supports all asynchronous eLearning services without boundaries and limitations, and the platform access is achieved via a simple web browser without any demand of specialized technical knowledge .
The adult education modules based on the Distance Learning model were designed in response to increased education requirements in various job environments. They spin around 5 thematic units in the field of finance and last from 5 to 9 months. Upon successful completion of the academic requirements, adult students receive a Certificate of Studies. In particular, the University awards Certificates of Training and Certificates of Specialisation, each reflecting specific programme choices by the students. Eligible candidates to the University’s adult education programme are University and T.E.I. graduates and secondary education graduates with previous experience. Candidates are selected on the following criteria: Grade Point Average of Degree or Graduation Diploma (Apolyterio) and priority with respect to application filed. Candidates are required to have access to a personal computer and the Internet. Fees vary with respect to the thematic unit selected .

'''Pandeion University for Social and Political Sciences'''

The Pandeion University for Social and Political Sciences in Athens in order to provide complete long life education and training for Social and Political sciences issues has proceeded in the production and development of various educational applications, such as distance learning, telematics and multimedia. These applications aim to educate and train the instructors that are necessary for the implementation of the multiple purpose training and seminar carriers all over the country.

'''Athens University of Economics and Business'''

The Tele-education Centre of the Athens University of Ecomomics and Business materializes an application for the development of distance learning environment through the Lab. of Business Information Technology. The pilot web courses in the asynchronous distance learning environment concern web courses for :Internet and E-commerce, Database for Business applications, Principles for the design and Implementation of Information systems and Business Information Systems, specifically created to support the needs of executives.
The Teleducation Center is fully operational, serving the current needs of the Institution. The scope of the Tele-education Center is:
* the supply of distance learning services to the University students, either by supporting the courses with additional distance learning material, or by giving the whole course with the use of the tele-education method;
* the continuous education and training of executives, working in Greek organizations, public or private, free lancers and unemployed;
* the export of distance learning services to other countries;
* the operation of the Tele-education Center as a link for gathering the national resources concerning the education technology development and the education service supply;

During the last few years, a real-time multimedia, distance learning classroom has been created. This specially designed classroom can function either independently as a multimedia classroom, equipped with audiovisual and digital devices, which assist and improve educational process or as a virtual, distance learning classroom. The classroom is equipped with state-of-the-art network and audiovisual devices, which allows for full duplex communication among this and other classrooms. The design and the equipment of the classroom enables high interaction among participants of a course delivered simultaneously in different classrooms, by simulating all operations taking place in a traditional classroom, thereby creating a virtual classroom.

'''University of Piraeus'''

The University of Piraeus through its Network Center supports a number of WWW course tools, available only for potential students. In order to enter the specific web tutorial page the student has to create a personal account. It is an asynchronous distance learning environment. These specific web courses refer to various issues such as cardiological events and tooth hygiene.
The Computer Centre of the University of Piraeus aims at facilitating the educational, administrative and research work of the University. Students of all departments are having Computer Science courses and practice in four fully equipped laboratories at the Computer Center with 85 workstations. In addition, the Computer Center supports the research work of the University by providing every possible assistance in both the uses of computer applications and equipment.
In almost every administrative function of the University there have been applied modern methods of organisation using computer systems. More specifically, many applications have been developed covering the needs in student’s records, in the main University library and in the other Administrative Departments (Accounting, Finance, Personnel etc).
It should be specially mentioned that modern office automation computer systems and desktop publishing applications are extensively used by the academic and administrative staff thus providing high level services.
Most of the research projects are supported by the University Central Computer system (DEC 5810 Risk) in which there have been installed many Relational Data Base Management Systems, programs for economics and statistical analysis, expert systems, computer language compilers etc.
This main system is connected through the Ethernet Network with Unix Workstations over 200 PC’s used in education, 50 Apple Macintosh systems for office automatic projects and other special devices such aw plotters, scanners etc.
The Computer Center also provides communication facilities with other Universities, Institutions and Research Centers all over Greece and abroad, mainly through its Internet Server System DEC Alpha 1000.
The Network Management Centre (NMC) of the University of Piraeus is located in its central building and is responsible for:
* The management of the data and voice network
* The design, implementation and evolution of the University network System and user support
* The provision of teleconference services
* The provision of internet and web (www) services
* The provision of dial-up access services
The University continually invests on improving its network structure using up to – date technologies and on developing telematic applications for teaching and research purposes.

'''University of Ioannina'''

The University of Ioannina provides a Computer and Media Centre that organises all computer services for teaching and research operations and administers the campus-wide network, which includes access to global computer networks. More than one hundred personal computers are directly accessible to students. Regularly offered information courses and a number of supervisors provide all necessary assistance for users. There are also facilities provided by the Media & Documentation Centre that include a variety of production capacities as well as archive materials in the field of audio-visual media. Among these is a fully equipped broadcasting studio, equipment for electronic editing, and video producing, and a photo lab. Besides lecturers, students do have access to all facilities if they work on supervised projects.
In the University of Ioannina there is also a Open and Distance Learning Centre: as regional office of the German Open University, the Centre gives support to students who are enrolled at the Open University by supervising their studies and preparing for exams. A stock of self-learning material (print and audio-visual media) is available to both Open University and University of Lueneburg students.

'''University of Thessaly'''

The University of Thessaly Network Management Centre, in cooperation with GUNET, offers the following pilot services: videoconference and tele-education over IP, videoconference, Video on Demand, concerning the live transmission of TV programs and local radio station program through Internet. The Network Centre of the University has already set up a fully-equipped videoconference room in Trikala, for the Department of Physical Training Science. The video teleconference room has already been successfully used for synchronous distance education sessions in physical training science issues for the students and for similar post- graduate courses attendance.

'''Information Technology Laboratory'''

Information technology education is a necessity of modern times. The introduction of IT in education is based on two paradigms:
• IT as an autonomous knowledge-base that needs to be introduced in the curriculum.
• IT as an interdisciplinary research and learning tool.

The availability of instant access to IT allows both teachers and students to familiarize themselves with technology and supports educational needs of the department (demonstration, group work, communication, information database access …).

'''Network Operation Centre'''

The aim of this Centre is the creation and maintenance of network of support of unified services that interlink all the buildings of University Thessaly, in all the cities of Thessaly in which the University allocates installations, as well as the offer of high quality of services of telephony, transport of data, and picture.
More concretely the work aims in the concretisation:
* Structured wiring in all the buildings of University Thessaly, that aims at as the easy connection of any user or with the network of data via computer or with the network of telephony.
* System of transport of data of high output, on the connection of all computers of Papenjsti'mjo Thessaly via long distance and urban engaged lines and regional networks of last technology (FDDi, ATM, Ethernet).
* Internal telecommunications network for the support of advanced services of digital telephony and multimedias make where it allows the complete and reliable cover of corresponding needs of means of Academic community.
* Points of access (Access Point) in the network of Academic institutions (GUNet) Public network ISDN and but national and international networks of communication as well as with the Internet.
* Management and extension of Network according to the needs of Academic community.
* Benefit of Services of information via the international networks of information and with use PC (WWW USENET News, Ftp, Search Engines etc).
* Aid and education of users of University Thessaly for the effective use of Network.

The network of support of unified Services provides in all the members of Academic community the possibility of most rapid connection with the Internet and access in world scale sources of information. It offers the possibility rapid and qualitative communication between the installations of University Thessaly. It allows the import of new technologies in the education (multimedias, education by distance) research and administration. It upgrades the Programs of Study and strengthens the collaboration with other Academic institutions of country and abroad. It contributes in the interconnection of University with local productive and administrative institutions.

'''University of the Aegean'''

The University of the Aegean has been the first Greek University to fully utilise Information and Communication Technologies (ICT)into its everyday activities, and thus implementing the Information Society in Hellenic higher education. The University of Aegean has achieved to connect through the Aegean-net all university units in different islands on the Aegean Sea, the islands of Lesvos, Chios, Samos, Rhodes. The Aegean-net project offers the proper infrastructure and know-how to these remote geographically locations and aims to use for research/educational purposes.

'''The Pedagogical Institute (P.I.)'''

The Pedagogical Institute operates a Distance Learning Centre which provides distance training to educators of Primary and Secondary Education who access the P.I. server either from their schools or home. The relevant services offered spin around the following axes:
* Self-education: access to (search & retrieve) training material and information on a wide range of subjects that may be of interest to educators, pupils and parents.
* Co-operative learning: on-line participation in various discussion groups and joint projects.
* Virtual classrooms: interactive, real-time classroom sessions using dedicated ISDN connections.

'''Greek Schools Network'''

The Greek Schools' Network is the educational intranet of the Ministry of Education and Religious Affairs (www.ypepth.gr), which interlinks all schools and provides basic and advanced telematic services. Thus, it contributes to the creation of a new generation of educational communities, which takes advantage of the new Informatics' and Communication Technologies in the educational procedure.
The implementation of the Greek Schools' Network is funded by the Framework Programme for the Information Society , in close cooperation between the Ministry of Education as well as 12 Research Centers and Highest Education Institutes, specialized in network and Internet technologies.
Educational Exploitation of the Greek Schools Network
The current design and implementation of the Greek Schools Network focuses in providing useful services to all members of the basic and middle education community, fulfilling among others the following goals:
* Access to telecommunication and informatics services
* Access to digitized educational material
* Distance learning, e-learning
* Encourage collaboration
* Information and opinion exchange
* Conduct of thematic discussions, seminars, lectures, etc.
* Access to digital library services
* Communication and Cooperation of all educational degrees
* Communication with European educa-tional networks
* Facilitate complimentary educational programs
* Provide education to individuals with special needs or disabilities
* Inform, educate, entertain

== Lessons learnt ==

== References ==

* Hellenic Republic - Ministry of Tourism - Greek National Tourism Organisation – General Information
http://www.gnto.gr/pages.php?pageID=14&langID=2

* Europe – Gateway to the European Union
http://europa.eu/abc/european_countries/eu_members/greece/index_en.htm

* Eurostat - Data on Population
http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=REF_TB_population&root=REF_TB_population/t_popula/t_pop/t_demo_gen/tps00001

* Greek Constitution,
http://www.parlalex.it/documentazione/gre.rtf

* Greek Educational System – The implementation of ICT in the Greek Curriculum in Compulsory Education – IACM/FORTH, November 2003
http://promitheas.iacm.forth.gr/i-curriculum/Assets/Docs/NatReports/Greek%20Report.pdf

* Eurybase – The Educational System in Greece, 2005-2006, Eurydice, Directorate-General for Education and Culture
http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/0_integral/EL_EN.pdf

* Kyriazis, Asderaki, Higher Education in Greece, UNESCO, 2008
http://www.cepes.ro/publications/pdf/Greece.pdf

* Educational Policy Review – Background Report to OECD on education
http://www.stat-athens.aueb.gr/~jpan/oecd-background-report.html

* Our Actions on Education, 2004-2007 (in Greek)
http://www.ypepth.gr/docs/site_apologismos_pepr.pdf

* The official Greek portal for I.S.
http://www.infosoc.gr/infosoc/en-uk

* Greece Information,
www.epractice.eu/resource/2037

* Eurybase (The Information Database on Education Systems in Europe – The Educational System in Greece, 2005-2006, Directorate-General for Education and Culture

* Kontogiannopoulou-Polydorides, G. Mylonas, Th. Solomon, J., & Vergidis, D. (1994). “Greece: System of education.” In T.N. Postlethwaite International Encyclopedia of Education. Oxford: Pergamon.

* Koustourakis, G. (2006). An attempt formation of the framework for the organization and functioning of the Hellenic Open University: A sociological approach. [In Greek]. In A. Lionarakis (Ed). Open and Distance Education: Elements of theory and praxis (pp. 42-77). Athens: Propobos.

* Koustourakis, G., Panagiotakopoulos, C., & Vergidis, D. 2008. A Contribution to the Hellenic Open University: Evaluation of the pedagogical practices and the use of ICT on distance education. The International Review of Research in Open and Distance Learning [Online] 9:2. Available: http://www.irrodl.org/index.php/irrodl/article/view/424

* Soutas, Andreopoulou, Ipsilandis “Distance Learning in Higher Education and Perspectives in Greece”
http://www.onlined.org/papers/000185.pdf

* Vergidis, D., & Panagiotakopoulos, C. 2002. Student Dropout at the Hellenic Open University: Evaluation of the Graduate Program, "Studies in Education". The International Review of Research in Open and Distance Learning [Online]
http://www.irrodl.org/index.php/irrodl/article/view/101/563

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> [[Countries]]

[[Category:Europe]]
[[Category:European Union]]